교설보고서

2014 1st Semester
『Instructional Design』
Team Project
TeamProject
FinalReport
Team Name: +E
1235029 정민지
1240041 최선함
13 유희경

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1346025 이정원

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I . Analyze Phase
1. Validate the performance gap
1) Measure the actual performance
We conducted an online survey on college students who have DSLR
cameras to find out whether our program would be desirable for target students
or not. This report will also include survey result charts and circle graph to
demonstrate the information visually. Although the report is written in English,
since the class will be delivered in Korean language, the survey also targeted
Korean college students and used Korean while conducting the survey.
1매우 모른다----매우 잘 안다5
The second question of the survey asked students how much they know
about the knowledge on DSLR usage skills. Its purpose is to check whether or
not this instructional program has validity to be developed into reality.The
higher the scale is, the more they know a lot about DSLR cameras. According
to our survey result, 66% of students answered they barely know or know only
a limited usage of DSLR cameras. Significant thing is that only 3% of the
students answered they know fairly well about how to use DSLR cameras.
None of the students answered highest scale, which means that they are very
good DSLR camera users.
This result shows that students’ actual performance on how to use DSLR
cameras is limited and they need constructive instruction on how to improve
their knowledge on them, which validates the instructional program is worth
being developed. The program will focus on improving students’ prior

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knowledge on DSLR camera and get them involved fully in the whole process
of the instruction.
The fourth question in our survey questionnaire asked students how they
use DSLR cameras in reality. Most of the students, which amounts to 91% of
the whole answers, replied that they use DSLR cameras in auto mode, without
adjusting any specific or further functions such as exposition rate, shutter speed,
or iris. Only less than 10% of them answered they know how to use those
functions by themselves. Although students have DSLR cameras and want to
take wonderful photos, since they lack knowledge and skills on how to use
functions in DSLR cameras, most of them use only auto mode. However, taking
pictures in this way cannot fully satisfy students’ desire to take pictures which
suits their individual taste, and cannot outlet their desire of characteristic
expression.
The sixth question of the survey asked students whether or not their
pictures represent their intended expression on objects well. Same as the first
question, the higher the number of the scale is, the better their pictures are. Only
14% of the students answered their pictures well-represent their intention when
taking photos. The most important and significant point in this result is that
students’ lack of knowledge and skills lead to their lack of appropriate actual

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performance. Students cannot use a variety of functions of DSLR cameras,
which make DSLR camera worth using even though relatively expensive cost.
However, the result shows that students cannot fully use those functions since
they lack knowledge and skills. Therefore, this instructional program which is
going to be developed by our Instructional Design team is very important
because it will improve their knowledge and skills on how to use them.
2) Confirm the desired performance
The eight question of the survey asked students’ interest in taking this
instruction course. The question intended to check students’ will of taking this
course and their desired performance. Absolutely most of the students show
strong agreement to this question, which means that students desire to get
knowledge and skills on how to use DSLR cameras. Therefore, this instruction
defines the desired performance of the whole instruction process to make
students get usable knowledge and skills on how to actually use DSLR cameras
in a variety of circumstances and help them express their intention into pictures,
which give them opportunity to satisfy their desire of expression.
3) Identify the causes for the performance
The third question of the survey asked students whether or not they had
opportunity to study how to use DSLR cameras. 39% of the answers showed
that they even had any opportunities to learn how to operate DSLR cameras,
which led to the lack of knowledge on how to fully use them. Significant thing

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found in this survey result is that although significant number of students, which
amounts to 56% percent of the whole answerers, had experience on learning
how to use DSLR cameras such as searching internet or reading books on
DSLR cameras, still they lack knowledge on full operation of DSLR camera
which is usable in a variety of circumstances. The result says that the causes of
lack of their knowledge and skills on DSLR cameras may be inadequate
instruction program or having no opportunity of systematic and well-organized
instruction on how to use DSLR cameras. Therefore, this instructional program
will also focus on methodical program for college students to get knowledge
and skills which is very useful in reality, since the result of the survey shows
that pre-existing learning materials such as limited number of books or online
sites are not enough to satisfy students’ need of learning.
2. Performance Assessment
In this course, the overall education on the instruction of DSLR usage
skills for beginners will start with assessing students’ actual performances. Most
of the students know the basic usage of DSLR camera: for instance, turning on
and off the cameras. They use only auto mode when taking photos. Therefore,
this instruction aims to make students to learn how to adjust cameras in specific
situations such as time, place, people, and sceneries. However, they do not
know how to use other functions except auto mode because although they have
enough motives to take pictures well, they lack the actual knowledge about
camera utilizing skills and functions. Therefore, this instruction aims to close
the performance gap of students.
4. Purpose Statement
This program aims to let Ewha University students’ desire of expression by
appropriate skills of taking pictures, and to enhance the applicability of DSLR.
5. Instructional Goals
Blooms Taxonomy: Knowledge and Application
Achieving desire of expression will be taught according to Bloom’s
Taxonomy, especially based on knowledge and application process. First of all,
students will study the bases of DSLR and basic operation. After that, students
will take pictures in a variety of situation: people, sceneries, and static objects.

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Basic of DSLR camerasBasic operationShooting peopleShooting
sceneriesShooting static objects
knowledge Acquiring basic knowledge on DSLR cameras
comprehension
Understanding important operating principles for better
shooting
application Taking photos themselves in different circumstances
analysis Finding out the characteristics in their own pictures
synthesis
Give solutions for better pictures by comparing theirs with
model pictures
evaluation
Giving feedbacks on peers’ photos to create their own photo
blog
Students will learn each desirable level of achievements and have
opportunities to actually perform the acquired knowledge. Each step will be
conducted following the chart below. Furthermore, by creating their own photo
blog, their desire of expression will be achieved, which is the main goal of this
instruction.
6. Learner Analysis
This instruction will target the students of Ewha. They all have DSLR
because this course includes field shooting process and assignments that require
individual students’ actual pictures. About thirty students will take this course,
because if students are less than that, the number of photos gathered in the
course will not be enough to hold a photo exhibition at the end of the semester.
On the other hand, if students are more than thirty, efficient feedbacks between
peers to peers, small group work assignments, or actual performance evaluation
from the instructor will be hard to maintain the prior objective of this course.
Therefore, the instruction will mostly work with thirty students, and when doing
group assignments, each group will be composed of four to five students. The
group will be composed base on their interests or age. Since this course is a
liberal course, each group will be composed of students with different majors to
give participants to communicate and have relationship with students from other
majors. This way of grouping will give them the opportunity to broaden their
perspective on their relationship and give a fresh air on the overall atmosphere
of instruction.
The class will take place on campus. The instruction will be held mainly in
classroom, especially in the process of delivering basic knowledge on the

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function of DSLR cameras, or important operation skills of them. While field-
shooting, a variety of spots on campus will be used; for instance, the outside of
the building, backyards, or even flower gardens; everywhere on campus will be
the best places to take photos for students. The important thing here is keeping
eye on students whether or not they may have trouble finding a suitable place to
take photo. If students may have find an appropriate place for their shooting, the
instructor may suggest them possible ideas for field shooting spots. In addition,
since the field shooting is also the part of whole instruction process and
program of university, instructor should be very sensitive to students’ safety
problems. Before going outside, instructor will regulate the places to go for
shooting on campus, in the range of not breaking the students’ free emotions of
expression. In this course, the range will be suggested according to the name of
the building where the course is conveyed
Students are all beginners in using DSLR cameras; however, they are very
motivated and expecting to learn useful skills to appropriately taking pictures by
using DSLR cameras. Skills that impact potential to succeed in the learning
experience include communication skills such as common language between
students and the instructor. Also, they all at least know how to turn on and off
the camera with auto mode function.
5. Required Resources
The content of this instruction course will include the information about
the basic components of DSLR cameras, basic operation skills, and specific
shooting skills according to circumstances: people/sceneries/static objects. The
instruction contents were selected based on Bloom’s Taxonomy, as analyzed in
the previous part of the report. Since this instruction will target college students
with only limited knowledge on DSLR camera, such as turning on and off the
camera, the instruction will set off with learning the basic components of DSLR
cameras. This process may seem to be very trivial. However, knowing the basic
terms and jargons about DSLR cameras will make students to further
understand the operation of the camera, and unified usage of words in class will
make the instruction much efficient by reducing the wasted time on expressing
jargons in long words or using different words on the same meanings. After
getting the information on the basic components of DSLR cameras, students
will start acquiring basic camera operation skills. Since taking pictures need a
lot of experience, this instruction will focus on maximizing the opportunity of
each students’ individual shooting experiences. Before getting into shooting

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pictures with actual varying objects and circumstances, practicing basic
operation skills such as grabbing a camera in stable and suitable way, changing
and choosing appropriate lenses, keeping camera adequately will serve as the
preparation content resource of later instructional process, learning specific
shooting skills according to circumstances such as people, sceneries, static
objects, which is the most important and core part of the whole instruction
program.
The instructional facilities required in this course are classrooms and
outside field shooting places. The classroom should be wide enough for thirty
students and an instructor. Desks and chairs in the classroom should be movable
and light for students sometimes have to move the desks to make groups and do
group activities. The desks in the classroom would be desirable if it can be
moved without making much noise since making too much noise while class
will give nuisance to the classrooms next doors. Students may move the desks
and make circle to see the instructor’s demonstration, or group them to four to
five to engage the group works or pair works. In the same context, chairs also
should be separated from desks since mobility is one of the most important
qualities of facilities in this instruction.
For photo exhibition, a place wide enough to hold an exhibition is needed.
This hall would be as large as two classrooms, so that visitors can freely come
in enjoy appreciating students’ pictures. Also, for this event, a printer and
frames are also necessary. Students and the instructor will choose which photo
they will hold up at the exhibition, and later this will be printed to be framed
and attached to walls. Therefore, qualified printer is in need. This will be solved
by the help of already-existing printers in the university since this course will be
opened in the department of Media and Broadcasting, which also professionally
deals with photography.
Also, enough technology materials such as computers, projector,
blackboard, and cameras are in need. Since the instruction contains blog posting
as students’ activity, immediate sending to web or simple editing will make the
instruction very efficient. Each computer are connected to internet, and
equipped with Adobe photoshop and illustrator programs. However, students
may use their own laptops. The classroom will have six computers with those
programs so that while group activity, each group can have at least one
computer and use them for editing of their pictures. Since Adobe programs are
expensive and not easy to get, students will have time to use these programs.

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The resources required in this course also include human resources, such as
an instructor and instructor-trainers. The instructor must be certified by taking
instructor training course, which will be further explained in later part of this
report, in Development phase(p. 00). In this instruction program, the instructor-
trainers will be scouted by our instructional designer team. ID team will bring
one full-time professor majoring in photography to get possible comments and
suggestions while whole process of instructional design. Also, the ID team
themselves will have a member with knowledge on DSLR camera so that the
actual development of the program would be suited well to reality.
6. Potential Delivery System
While deciding on the potential delivery system, following chart is used to
organize the benefits and costs of each option.
Determine Potential Delivery System(including cost estimate)
Step 1. Identify the delivery options under consideration.
Option A: Classroom
Option B: Video and classroom combined
Step 2. Estimate the length of time for each delivery option under consideration
Option A: 2 h 30 min
Option B: Classroom: 2 h 30 min, including video instruction and actual
demonstration by the instructor
Step 3. Estimate Analysis Costs
Compute the actual expenses in completing the Analysis and add to cost
estimate
Designer Total: KRW3000000
Double the total(other costs such as time of those interviewd): KRW6000000
Step 4. Estimate Design costs
Calculate the designer's time using the following guidelines.
-Multiply the estimated time by KRW500000/h
2 h 30 min Classroom Training=1 day Designer time
1day(2 h 30 min)X500000(KRW)/h=2500000
Option
The potential delivery systems included in this course are face to face.
Also, Cyber Campus system will be used for the accumulation of assignments
and class materials. For maintenance and finalization of this course, costs will

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be Photo exhibition. Profit from selling postcards will be donated in promoting
photography industry by the student’s name.
(₩KRW)
Usage Outcome
Payment for Instructor 2,000,000
Payment for ID team 3,000,000
Production cost of teaching materials 400,000
Cost of photo printing 300,000
Production cost of poster and pamphlet for exhibition 500,000
Cost of renting an exhibition room 500,000
Production cost of postcard 22000(110*200)
(₩KRW)
Usage Income
Profits from photo exhibition
400,000(2000*
200)
7. Project Management Plan
In this course, the stakeholders will be the staff members of the College of
Broadcasting System and Photography, since it will be opened as one of the
basic courses of the college, registration staffs, and students who are willing to
take the course. In this process, the first significant constraint that comes into
the mind of the instructional designers’ mind is the problem of ratio on the
number of students per professor since the course will require field shooting and
actual teaching demonstrations and performances of students. Except this, the
course seems to have not much problem unless it lacks the budget to be
developed into real instruction contents. This problem in this course would be
solved by getting extra money from the college or students. Since all of the
students will endeavor to hole a brilliant exhibition at the end of the semester, it
is important to have enough money to open it well. Therefore, students may pay
KRW30,000 for printing and preparation of the exhibition.
Another constraint may be how students will prepare the exhibition. This
will be solved by co-working with the department of Ewha University’s
Department of International Office Administrations. Actual preparing, planning,
and conducting of the exhibition such as making posters, reserving exhibition

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hall, inviting professors will be done by the students in International Office
Administration’s “convention planning and Management” class, in course
#35592. As a result, students will be able to only concentrate on improving their
skills on operating cameras and taking photos in different circumstances or
specific characteristics. For this class-to-class cooperative course management,
students of both classes should be communicated well via their professors and
both offline and online as well.
The schedule tasks will be processed as the following schedule chart:
Schedule
Tasks
Expected
due
Analyze a week
Instructional design team members will generate
overall outline to make efficient instructional
course on using DSLR cameras
Design a week
Design process will also be conducted by ID team
members. In this phase, actual learning materials,
methods of delivery, learning environment, or
other things that are in need of while conducting
the instruction in reality. The overall frame will
be summed up in this phase, which will be
connected to the next step, development phase.
Develop 2 weeks
In developing phase, instructional design team
members will make guidance for students and
teachers which would be actually used while
implemented in the real situation on campus.
Implement
16 weeks
( a semester)
Since this instruction is targeting college students,
the most appropriate form would be the college
course so that students can choose to take during
semester. Thanks to this course, students are
expected to acquire skills on operating DSLR
cameras and earn credits for graduation.
Evaluate
Midterm
exam
(students)
One day in 8th
week; since the earlier part of this
course is mainly about cognitive knowledge on
DSLR cameras, formative paper-based midterm
exam style will evaluate students.

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Final exam
(students)
Students post photos on their blogs after every
lecture. Professor will Evaluate them every week
and all grades will be added up at the end of the
course.
Photo
Exhibition
(students)
The most characteristic feature in this course is
that the later part of this course is evaluated by the
form of photo exhibition. Students take photos
and they will be sorted by themselves and
professor to decide which pictures would be
printed out and displayed in the exhibition. In this
process, evaluating and giving feedback process
will naturally melted down while preparing this
photo exhibition event.
Lecture
Evaluation
(professor,
students, ID
team)
For 2 weeks after finishing the course; students
will check whether or not they gained desired
skills, knowledge, and experiences during this
course. Professor will also be evaluated whether
or not he or she tried to enhance students’ skills
and close their performance gaps.
II. Design Phase
1. Performance Objectives
In this instructional course, the performance objectives are:
1. Get familiar with structure of DSLR’s body and related terms.
2. Grasp the concept of shooting photos adequately in certain situations without
experts’ help.
3. Adapt appropriate shooting skills of taking photos of people representing
their specific characteristic regarding how many they are, and where they are
taken.
4. Adapt appropriate shooting skills of taking photos of sceneries representing
their specific characteristics regarding where and when the pictures were
taken.
5. Adapt appropriate shooting skills of taking photos of static objects
representing their specific characteristics regarding unique features and
usages of them.

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2. Task Inventory
The task inventory of the instruction is based on the analysis which was
previously conducted to decide which materials and what kind of contents will
make students engaged and interested. Especially, actual shooting photo in
different circumstances―people, sceneries, and static objects―will make
students interested and since all of these education is mutually connected to
each other and every process is divided into several steps.
1. Be familiar with the structure of DSLR cameras and related terms
1. Explain the difference between DSLR cameras and regular ordinary
digital cameras.
2. Regarding DSLR equipment:
a. Can explain the body part and lenses and can replace them with
suitable ones.
b. Can explain other DSLR related equipment such as flash, memory
cards, a tripod, etc.
3. Other related basic concepts on DSLR camera
a. Exposure : State three different exposure measuring methods.
b. Iris : Adjust the amount of light and focus on the subject using iris.
c. Shutter speed : Adjust the amount of light with shutter speed and
take pictures of moving objects.
d. ISO : Get the desirable amount of light by adjusting ISO rate when
shooting photos outside in darkness
e. White balance : Get the desirable hue by using different kinds of
white balances.
4. With all of these overall skills, students can operate their own DSLR by
themselves

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2. Apply various skills while taking pictures with DSLR.
1. Take pictures with different moods on them by shooting in different
angles, and can explain the difference in them.
a. Shoot in high-angle.
b. Shoot in low-angle.
c. Shoot in eye-angle.
2. Apply photographic compositions while taking stable pictures.
a. Be familiarized with golden-ratio and can adopt it when taking
pictures.
b. Take pictures using suitable horizontal angle.
c. Find comfortable composition for individual learners, and suggest
examples.
3. Apply the depth of field and out-focusing while taking pictures.
a. Get out-focusing effect using iris.
b. Get out-focusing / pan-focusing effect using differences in shooting
distance.
c. Get out-focusing effect through lens’ focal distance when adjusting
photographic depth.
3. Adopt appropriate techniques when shooting pictures of people to represent
specific characteristics and unique features of individuals regarding the
number of people or places.
1. Take a picture of a person in certain conditions.
a. Take a picture which magnifies people’s physical advantages.
b. Utilize light effects when taking pictures of human.

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c. Add props when taking pictures of human.
2. Take a picture of a group in good composition.
a. Take group pictures without omitting physical ratio or giving too
much concentrating on backgrounds.
b. Take group pictures in appropriate photographical composition
when the main subject is a group of people or sceneries.
3. Take a picture of subject’s outstanding performances
a. Regarding different stage settings, adopt appropriate iris open degree
and ISO.
b. Shoot pictures in a variety of photographic compositions in static
performances.
c. Shoot vivid photos of dynamic performances by getting enough
shutter speed.
4. Take sceneries’ pictures which represent characteristics of different places
and times.
1. Taste a variety of landscape pictures.
a. Take a picture of individual’s everyday life sceneries and share them
with peers.
b. Share feelings on pictures with other groups’ members.
2. Take beautiful sceneries in dark circumstances.
a. Shoot nightscapes with DSLR.
b. Shoot fireworks and their festive atmosphere.
3. Take scenery pictures with revelation of each places’ characteristics.
a. Take a picture of an ocean view.
b. Take a picture of urban sceneries and skylines.
4. Take photos of specific shooting techniques
a. Take pictures against the sun.
b. Take pictures of variety of flights by applying bokeh.
c. Applying panning shot techniques while taking pictures.

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5. Take a picture of static objects related to their characteristics and usages.
1. Take a picture of delicious food
a. Decide which angle is the most suitable, top-angle, high-angle, or
low-angle, when taking certain kinds of food by taking photo
themselves.
b. Take a photo of warm/cold feeling of food by adjusting color-
temperature.
c. Take a photo with mouth-watering food using small props that adjust
angle and light.
2. Take a picture of flowers
a. Make good structural angles for subject flowers by shooting in close
distance or in wide rage.
b. Take a photo of different moods of flowers by shooting in varying
angles.
c. Decide whether to emphasize flower or background by modulating
background with iris.
Task inventories are constructed based on Bloom’s Taxonomy and Gagne’s
Nine Events of Instruction.
3. Generate Testing Strategies
We planned three tests for students to evaluate if they’ve achieved what we
intended. As demonstrated before, first they will take a midterm exam to test
how much they understand the construction and the terms related to DSLR.
Second, an exhibition is in contemplation where photos of the students would
be displayed and they are evaluated. Lastly, to estimate their performance, a
blog posting evaluation would be implemented.

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Task Objective Test Items
-Be familiar
with the
construction and
the terms related
to DSLR
-Use DSLR with
basic skills
-Students can explain
the construction and
of DSLR without
somebody’s helps.
-Students can handle
DSLR with basic
operating skills in
every situation
taking photos.
-Examination on paper
(There would be some multiple
choice and short answer questions
which ask the terms related to DSLR
and how to use it in fundamental
level.
Take a picture
for an exhibition
Students will get
feedback while
sorting out which
pictures would be
displayed in the
exhibition.
-feedbacks will be in written form by
the instructor and peers.
-The evaluating sheet will be emitted
twice: while choosing pictures to be
displayed, the instructor will give
feedbacks on students’ photos and
evaluate whether or not their
performance gaps are closed.
Evaluating sheets will also be
assigned while the exhibition. Each
pictures displayed in the exhibition
will have small sheets for visitors of
the exhibition and peers in the class
can write comments and feedbacks
on.
Blog posting -Each student will
upload an online
posting successfully
using their photos
taken in the class.
-Students can choose
pictures that confirm
the concept and
theme of their own.
-Make students wrap
up the materials and
-Online Blogs
-Posting board
(equipped with a simple editing
program that students can use while
uploading their photos)

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skills they learned in
the class
-Students will share
their knowledge and
the intention of the
photos with peers in
their own words on
their blogs.
4. Calculate Return on Investment
Benefits of the instruction include: students’ high satisfaction, giving outlet
for students to show off their desire of expression, positive effect occurred when
donating money earned in the photo exhibition. Training benefits earned in this
program include:
Potential benefits from giving outlet for students to show off their desire of
expression, positive effect occurred when donating money earned in the photo
exhibition, making full use of DSLR value, achieving a career with knowledge
and skills of photography, raising appreciators’ interest by looking at learner’s
photograph.
Following is the specific cost of each category of training benefits:
1) Training Benefits
(₩KRW)
- Potential benefits
 Giving outlet for students to show off their desire of expression
5000000
 Positive effect occurred when donating money earned in the photo
exhibition
5000000
 Make full use of DSLR value (DSLR cost)
1200000
 Achieve a career with knowledge and skills of photography
100000000 (3000000 x 30year = approximately 100000000)
 Raise appreciators’ interest by looking at learner’s photograph

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100000
- Total
111300000 (KRW)
To calculate the Return on Investment, calculating training cost is needed.
Whole money needed in this process is followed:
2) Training Costs
(₩KRW)
Analyze
Item Cost
Instructional Designers’ Salaries 3000000
Meals, Travel, and Incidental Expenses 300000
Office supplies and related expenses 50000
Printing and reproduction 0
TOTAL 3350000
Design
Item Cost
Instructional designers’ Salaries 3000000
Meals, Travel, and Incidental Expenses 300000
Office Supplies and Related Expenses 100000
Printing and reproduction 0
Professional Fees 500000
TOTAL 3800000
Development
Item Cost
Meal, Travel, and Incidental Expenses 300000
Office supplies and related expenses 50000
Cost of renting a classroom for pilot
test
100000
Printing of pilot test material 20000
TOTAL 3470000

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Implementation
Item Cost
Payment for instructor 5000000
Student (travel, meal..) 1000000
Production cost of teaching materials 500000
Production cost of poster and pamphlet
for exhibition
200000
Cost of renting an exhibition room 500000
Production cost of postcard 100000
TOTAL 10300000
Evaluation
Item Cost
Payment for instructor 5000000
Payment for photography experts 1000000
TOTAL 9000000
All five ADDIE phases
Item Cost
Analyze 3350000
Design 3800000
Development 100000
Implementation 10300000
Evaluation 9000000
TOTAL 26550000
To calculate the Return on Investment, cost from potential benefits is divided
by training cost. Therefore, the whole cost of Return on Investment uses this
formula:
3) Return on Investment (ROI)

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ROI =
111300000 (KRW)
26550000(KRW)
ⅹ100 = 419.21%
III. Develop Phase
1. Generate Content
We’ve generated content and instructional strategies according to Gagné’s
Nine Events of Instruction. Although there are 5 chapters in our program, we
only made plans of “5.1 Take a picture of delicious food” because of limited
time of our project. The chart below shows the strategies of our lesson.
Gagne’s Nine Events of Instruction
1. Take a picture of delicious food
a. Decide which angle is the most suitable, top-angle, high-angle, or low-
angle, when taking certain kinds of food by taking photo themselves.
b. Take a photo of warm/cold feeling of food by adjusting color-temperature.
c. Take a photo with mouth-watering food using small props that adjust
angle and light.
Learning Strategy (Gagné’s Nine Events of Instruction) and Media
Event Activity Media
1. Gaining
Attention
Video about a food Video(Youtube)
2. Inform
learner of
lesson
objectives
Demonstrate lesson objective with
Powerpoint
Powerpoint,
overhead projector,
beam projector,
screen
3. Stimulating
recall of prior
learning
Review lesson2(Operate DSLR with
application of various skills) with
pop-quiz
Multiple choice
quiz
4. Presenting
stimulus with
distinctive
features
Teach them skills and contents for
good food picture by comparing good
picture to bad ones
Powerfpoint,
overhead projector,
beam projector,
screen

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5. Guided
learning
Demonstrate photographing skills
with actual DSLR camera and let
students follow the teachers
DSLRs, Video
camera, monitor or
screen
6. Elicit
performance
In groups, take a picture of food
regarding the contents and upload in
CyberCampus
DSLRs, Internet
7. Providing
information
Based on shared pictures in
CyberCampus, each students and
teachers write comment
Internet
8. Assessing
performance
Work on a photograph of food for
displaying in photo exhibition held in
the end of the semester. At the site of
exhibition, experts such as teachers,
professional photographers, and
professors in the field evaluate each
photo and determine photo that is 1st
place. Then, selected photo will be
produced in postcard and the profit
will be donated in promoting
photography industry by the student’s
name.
Photos
9. Enhancing
retention and
learning
transfer
After class, students post pictures of
every meal they have in their blogs.
Teachers assess students’ final
performance with blogs.
Blog
2. Select or Develop Media
Medias needed for lesson are listed on the chart above. First, the lesson starts
with a video about food. We planned to show a part of TV program “Tasty road”
which is now broadcasting on O’live channel, so Youtube is needed for
‘Gaining Attention’ phase.
Second, to inform learners of lesson objectives, PowerPoint would be used.
There should be PowerPoint program on computer, an overhead projector, a
beam projector, and a screen.

23
Third, a pop quiz with lesson 2 “Operate DSLR with application of various
skills” would be used for stimulating recall and of prior learning. Multiple
choice question sheets are necessary.
Forth, in ‘Presenting stimulus with distinctive features’ phase, a lecturer
would teach them skills and contents for good food picture by comparing good
picture to bad ones showing them with Powerpoint. For this, Powerpoint,
overhead projector, beam projector, and screen should be prepared.
Fifth, lecturer’s demonstrating photographing skills with actual DSLR
camera and let students follow him or her. It is guided learning. DSLRs are
necessities, and Video camera and a monitor or a screen would be prepared for
students who are in trouble with seeing the lecturer because of sitting far from
him or her.
Sixth, to elicit performance, the lecturer let students take a picture of food
regarding the contents in groups and upload on CyberCampus. They would use
DSLRs to take photos and upload it on the Internet (CyberCampus).
Seventh, providing information (feedback) would be written comments by the
students and the teacher based on shared pictures on CyberCampus. Internet
accessibility is needed to use CyberCampus.
Eighth, for assessing performance, students will work on a photograph of
food for displaying in photo exhibition held in the end of the semester. At the
site of exhibition, experts such as teachers, professional photographers, and
professors in the field evaluate each photo and determine photo that is 1st
place.
Then, selected photo will be produced in postcard and the profit will be donated
in promoting photography industry by the student’s name. Only photos are
required media for this phase.
Last, after class, students post pictures of every meal they have in their blogs.
Teachers assess students’ final performance with blogs. It would be
implemented for enhancing retention and learning transfer. Blogs on the
Internet are media needed.
3. Develop Guidance for the Student
In this course, students need a guidebook (textbook) to learn handling DSLR
following the professor’s lecture. In the textbook, there are illustrations of terms
related to DSLR or specific skills, a number of picture examples with
declaration of DSLR settings, and simple explanations of how to apply skills
and some precautions for beginners to pay attention when taking pictures.
Pictures on the next page are some parts of the guidebook.

24
Picture 1 Table of Contents (Part 04-Part05, Glossary, and Appendix)
This is the ‘Table of Contents’ of our guidebook for students. In the
textbook, there are totally 5 parts: 1) Befriending DSLR, 2) Various Skills on
DSLR, 3) Techniques on Shooting People, 4) Techniques on Taking Scenery
Pictures, 5) Techniques on Static Objects. We designed the whole contents, but
we developed the guidebook only for Part 05-Chapter 01 “Shooting Delicious
Food” as our product.
Picture 2 Title of the Chapter

25
This is the page of the title of Part 05-Chapter 01 “Shooting Delicious
Food”. At the top of the page beside the title, there is a comment of problems
the students may experience. Below the comment, a picture with DSLR setting
declaration attracts students and let them imagine what they are going to learn.
Picture 3 Body part of the chapter (Photo examples, illustrations)
This is the body part of the Part 05-Chapter 01. The title of the page shows
what skill is going to be applied to take photos. Below the title, a simple
explanation of the skill is located. There are some photos which draw students’
attention and can be examples to students when they take pictures by
themselves.
4. Develop Guidance for the Teacher
The teacher (professor) needs a guidebook which explains how to teach
students operating DSLR and applying skills. It is similar to the students’, but It
has more details. Guidebook for the teacher will be uploaded as a lesson
material.

26
Picture 4 How to use this guide
Picture 5 Leading Questions & Answers

27
Picture 6 Examples
Picture 7 Media directions
The table of contents, the title pages, and the contents of teacher guidebook is
the same to the students’. However, there is “How to use this guide” section for
lecturers to know how to teach students DSLR with this guidebook. In this
section, 1) Symbols and icons, 2) Leading questions, 3) Directions, 4) Examples

28
are included in the first part. These are the guidelines for lecturers to refer to
when they give the lecture to students.
5. Conduct Formative Revisions
Finishing the Development, our team started to plan formative evaluation.
Before a pilot test and actual implementation, we have to check if all of the
phases (Analysis-Design-Development) have been done well. Formally,
formative revisions have to be conducted from one-to-one trial to small group
and field trial, but our circumstances didn’t appropriate for do all of them, so we
only carried out one-to-one and small group trials. In one-to-one trial, a student
majoring in Education who has good knowledge and skills cooperated, and in
small group trial, about 10 students were included for the revision.
We asked them to review our project from Analysis to Development and they
answered to our questions honestly. The chart below shows arranged formative
revision process.
Summary of Formative Revisions
Component Problem Data Source
Revision
Decision
Purpose
 Seemed abstract
 The necessity
of the program
didn’t comes to
heart
 ID team
 External
reviewers
(Students of
Educational
Technology)
 Added specific
factors about
performance
and criteria
 Gave shape to
the purpose
appealing the
students
Goals
 Poor in contents
 Made to feel
like that the
instruction
doesn’t need to
fulfill them
 ID team
 External
reviewers
(Students of
Educational
Technology)
 Described the
instructional
goals according
to Bloom’s
Taxonomy
 Specified
performance,
criteria,
condition
Objectives
 Needed to be
specific
 Lack of
 ID team
 External
reviewers
 Made them
specific by
subdividing the

29
specialty (A student of
Education who
has good
knowledge
about DSLR)
performance
 Referred to
some books
guiding DSLR
to add some
specialty
Prerequisites
 Adequate  ID team
 External
reviewers
(A student of
Education who
has good
knowledge
about DSLR)
 No need to
modify
Instructional
Strategies
 Seemed boring  ID team
 External
reviewers
(Students of
Educational
Technology)
 Included some
creative
activities to
make the
instruction
more
interesting
Testing Methods
 Stale
 Not sure if it is
proper to
evaluate DSLR
skills and
knowledge
 ID team
 External
reviewers
(A student of
Education who
has good
knowledge
about DSLR)
 Contrived
some special
testing methods
and strategies
 Reviewed the
Instructional
goals and
performance
objectives to
make sure what
to be evaluated
Information to
Guide the
Learner
 Good  ID team
 External
reviewers
(Students of
Educational
Technology)
 No need to
modify
Information to
Guide the
Facilitator
 Looked the
same to the
students’
guidebook
 ID team
 External
reviewers
(Students of
 Added more
details to guide
the facilitator
who is going to

30
Educational
Technology/ A
student of
Education who
has good
knowledge
about DSLR)
teach students
with the book
 Referred to
books which
guide DSLR for
users
Supporting
Media
 Generally
looked good,
but in the
beginning of the
lesson, more
specific media
to show food
images
 ID team
 External
reviewers
(Students of
Educational
Technology)
 Took YouTube
videos showing
the TV program
“Tasty Road” to
show it to the
students as
inducement of
interest
6. Conduct a Pilot Test
1) Pilot Test Plan
Components
Participant Description
- Ewha University student
- 3 students
- Beginner level
Prerequisites
- Possess DSLR
- Know how to on/off camera
- Know how to take a photo in auto mode
Location, Date, Time
- 2014, May, 24
- 2:00 p.m ~ 4:30 p.m
Learning Environment
- Ewha University ECC B132
- Beam projector
- Computer

31
- Whiteboard
- Learning materials (Guidance for students)
Facilitator Qualifications
A teacher should have
- A knowledge of Instruction process
- An expert qualification of DSLR
* But it is impossible to employ real DSLR
expert, so we set one of ID team members
(Yoo Hee Kyung) who have relatively large
amount of DSLR knowledge and skills.
Measurement Plan
- Student measurement plan : survey (likert
scale, short answer)
- ID team measurement plan : checklist
(likert scale, short answer)
- Representative measurement plan :
checklist (likert scale, short answer)
Evaluation Team Description
- Students (3)
- ID team
 Jung Min Ji : Production of pilot test
plan
 Choi Sun Ham : General setting of
pilot test
 Yoo Hee Kyung : Production of pilot
test plan, Facilitator
 Lee Da Un : Production of learning
materials (Guidance for student,
Guidance for teacher)
 Lee Mi Jin : Production of learning
materials (Guidance for student,
Guidance for teacher)
 Lee Jung Won : Production of pilot test
plan

32
2) Pilot Test Implementation
On May 24th
, we carried out the Pilot Test at ECC lecture room. There are
computer, beam projector, and screen so we could do what we planned. 3
students in beginner level and a facilitator Yoo Hee Kyung who has large
knowledge and skills with DSLR participated in this test. Hee Kyung gave a
lecture with PowerPoint and guidance of teacher. The students listened to her
taking notes on their guidebooks.
Pictures below are the scenes of the Pilot Test.
Picture 8 Two students are writing down the lecture on their guidebook.

33
Picture 9 Hee Kyung is lecturing with PowerPoint and 3 students are listening.
Picture 10 Two students are taking notes.

34
Picture 11 The guidebook one of the students is writing down

35
Picture 12 The guidebook for students (cover)

36
3) Pilot test evaluation
After finishing the lecture, there was an evaluation session. The evaluation
was for revising the program and it was carried out by the students and ID team.
We dropped the evaluation by the representatives from management because we
couldn’t. We attached the evaluation sheet for all three (students, ID team, and
representatives from management) and the results of the evaluation including
only of students and ID team.
 Evaluation sheet for students
Questions
Strongly
Disagree
Disagree
Not
Sure
Agree
Strongly
Agree
1. Can you comprehend whole
lesson contents well?
2. Do you think learning
material is written in adequate
level?
3. Do you think media used in
lesson enhanced your
understanding and
concentration?
4. Do you satisfy with quality of
facilitator’s instruction?
5. Do you feel that your
photography competency
increased after this lesson?
6. Can you take a picture of food
depending on diverse situations
or type of food?
7. Can you set a temperature of
photography depending on type
of food?
8. Can you utilize tablewares
when taking a photo of food?
9. Can you choose props
carefully related to kinds of food
when taking a photography?
10. What is the most satisfying part in this lecture? Why?
11. If there are parts or elements that need improvement, please write
down with reasons.

37
 Evaluation sheet for ID team
Questions
Strongly
Disagree
Disagree
Not
Sure
Agree
Strongly
Agree
1. Looking at lesson process,
did lesson contents is delivered
well according to intention?
2. Looking at students’
evaluation sheet, did lesson
contents is delivered well
according to intention?
3. Looking at lesson process
and students’ evaluation sheet,
did delivery method (media) is
used effectively as intended?
did facilitator instruct
effectively as educated and
intended?
evaluation sheet, students’
satisfaction level to lesson
material is high enough?
satisfaction level to facilitator
is high enough?
did lesson hour is appropriate
for effective instruction?
8. According to students’ evaluation sheet, what are flaws of lesson and
how should we improve those parts?

38
 Evaluation sheet for representatives from management
Questions
Strongly
Disagree
Disagree
Not
Sure
Agree
Strongly
Agree
well as expected?
did facilitator delivered lesson
contents well as expected?
used effectively as expected?
4. Looking at pilot test plan and
lesson process, does expense of
lesson is effective and adequate
as expected?
5. Looking at pilot test plan,
lesson process and students’
evaluation sheet, do you think
is it ok to proceed to the
implementation phase?
6. If you are not satisfied, what is the reason? What parts of lesson must
be improved?
4) Pilot test results
 Evaluation sheet for students
- Student #1
Questions Strongly
Disagree
Disagree
Not
Sure
Agree
Strongly
Agree
lesson contents well? O
level?
O

39
understanding and
concentration?
O
facilitator’s instruction? O
O
or type of food?
O
of food?
O
when taking a photo of food? O
O
I think media was used appropriately.
down with reasons.
Facilitator’s speaking speed is too fast.
- Student #2
Questions Strongly
Disagree
Disagree
Not
Sure
Agree
Strongly
Agree
level?
O
understanding and
concentration?
O

40
O
or type of food?
O
of food?
O
O
Learning material’s (Let’s DoSLR) design and contents are very
satisfying.
down with reasons.
Facilitator’s clarity of speaking is not satisfying.
- Student #3
Questions Strongly
Disagree
Disagree
Not
Sure
Agree
Strongly
Agree
level?
O
understanding and
concentration?
O
O
depending on diverse situations O

41
or type of food?
of food?
O
O
It is very satisfying that I could take photo by myself and share my photo
with other students.
down with reasons.
I’m perfectly satisfying with this lesson.
 Evaluation sheet for ID team
Questions Strongly
Disagree
Disagree
Not
Sure
Agree
Strongly
Agree
well according to intention?
O
evaluation sheet, did lesson
contents is delivered well
according to intention?
O
used effectively as intended?
O
did facilitator instruct
effectively as educated and
intended?
O
satisfaction level to lesson
material is high enough?
O
evaluation sheet, students’ O

42
satisfaction level to facilitator
is high enough?
did lesson hour is appropriate
for effective instruction?
O
8. According to students’ evaluation sheet, what are flaws of lesson and
how should we improve those parts?
Facilitator’s speaking clarity must be improved. To improve this flaw, we
should inform facilitator this unsatisfying element and instruct facilitator
to increase clarity of speaking.
IV. Implement Phase(Plan)
Based on our Analyze, Design, and Develop, we should implement the
instruction. However we don’t have time until to do that, so our team made a
plan of implementation to let people who are going to open a course of DSLR
use this program whenever they want. We’ve prepared the Facilitator Plan and
the Learner Plan. The former will be used by who wants to set up a DSLR
course. Because we developed this program for Ewha University, the university
would use it to train a lecturer. The latter will be used by the lecturer to plan the
course and each lesson.
1) Facilitator Plan
Identification
A teacher should have
 A knowledge of Instruction process
 An expert qualification of DSLR
Schedule
Where: A classroom in university
When: Duration of this DSLR course - Sep.1 ~ Dec.20 (2nd
semester)
2days a week, 2hours
Pilot test: May. 24th (1day, 3hours)
Train the trainer: Aug. 20-21 (2days, 2hours each)

43
Train the
trainer
Teach them
 Analysis of students (ex. Actual performance of
students, age, characteristics, etc,.)
 Review the facilitator guide and learner guide
 A way to use Cyber Campus
 Operating facilities for instruction in classroom
Train-the-Trainer Agenda
Time Topic
10min Introduction
30min Inform learner analysis
60min Review facilitator guide
10min teach a way to use ewha cybercampus
10min Teach how to operate teaching facilities in
classroom
2) Learner Plan
Identification
 Ewha university student
 Numbers of Students: 30
 Location: a lecture room at school
 Experience Levels: Beginners(Handle DSLR just
in AUTO MODE)
 Attitudes: enthusiastic
 Skills that impact potential to succeed in the
Learning Experience:
Possibility in communication, Capable of turning
on and off camera and setting in auto mode
Schedule
 Will be provided with each students’ e-mail. (list
of prerequisites they need to possess before class)
Pre-course
communication
Remind them of location, class schedule and how they
will be evaluated.
Upon completion of the course, students will be able to
 Befriend DSLR
 Use Various Skills on DSLR
 Techniques on Shooting People
 Techniques on Taking Scenery Pictures

44
 Part 05 Techniques on Shooting Static Objects
Tracking
Teacher should record students’ record with the
evaluation of each student’s piece displayed in
exhibition.
V. Evaluate Phase(Plan)
After the course, we are going to have evaluation about the lesson and the
students’ achievement. Our testing strategies have been shown in DESIGN
phase. In this evaluate phase, more specific information about our test will be
displayed. The test will be taken in perception, learning, and performance level.
Because our program is a university lecture, a chance for students to evaluate
the lecture is necessary. Also, with this course, students finally apply skills
when taking picture, so we decided to test both students’ learning and
performance. Three charts below shows the 5W1H of our test in each level.
Level Perception
Who Administered by the Professor
What
Measure students perception of lecture, facilities or tools used in class,
and about instructor
When Dec 20
Where through cybercampus(teacher will upload evaluation sheet)
Why Determine degree of satisfaction with the content, tools, and instructor
How multiple choice survey and open ended question
Level Learning
Who Administered by the Professor
What
Measure how well they understood about DSRL and how well they
can deal with when taking picture
When Dec 21~Dec23
Where exhibition hall
Why Determine students’ level of comprehension of the lecture
How
by displaying students’ photo in exhibition and is evaluated by
teachers and experts in photography

45
Level Performance
Who Administered by photography experts
What
Measure their actual DSRL using skill, and how well they applied in
their photo through identifying number of visitor of blog and the
feedback they wrote in comments of posts
When during winter vacation(Dec 21~ Feb 28)
Where on online blog
Why
Determine students’ ability to apply their learning in their photos in
reality and judge whether performance gap has been closed
How
by observation of authentic work task and observation of perception of
blog visitors
Select Evaluation Media
To evaluate the level of ‘perception’, we are going to use a multiple choice
survey and open ended question. So there would be needed a survey sheet and a
questionnaire.
For the level of ‘learning’, a photo exhibition will be held. The professors and
experts in photography evaluate the students’ photos displaying there. An
exhibition hall and printed photo of the students are necessary for the exhibition.
Evaluating the ‘performance’ level is carried out with the students’ blogs.
During the semester, students upload their photos on their blogs. After the
semester, the professor will look around them. By observing of authentic work
task and perception of blog visitors, the evaluation would be held.

46
Appendix
-Questionnaire
Before starting the project, we conducted a survey targeting university
students around us from Mar. 26 to Mar. 28. We asked them what would be
helpful to our project. The questions are as follows. (* On the questionnaire, we
used Korean for the students to answer questions easier.)
1. How long have you used (had) DSLR?
2. How much do you think you know about how to operate DSLR?
3. Have you ever searched the Internet or a bookstore for learning how to
operate DSLR? If you have, was it easy to learn?
4. How do you usually operate DSLR when you use it?
5. If you use DSLR in auto mode without any setting, what’s the reason?
6. Are the pictures you took with DSLR reveal your intent to express well?
7. Next is about liberal arts in university. How much do you think the liberal arts
in university are helpful to your real life?
8. If there is a liberal arts course where you can learn about DSLR from the
beginning and have field days for taking photos with DSLR, are you of a mind
to take it?
The survey was carried out on the website:
https://docs.google.com/forms/d/1ftoMIEYZ-
MfOgqdiW5Ud7T1aAsm31rDsupBGpSETTuA/viewform?usp=send_form
We got answers from 35 students and used it for our Analysis phase. The
analysis contents and the graphs before are all based on this survey.
On the next page we’ve attached the original copy of the questionnaire.

47
DSLR 카메라 소지 대학생 대상 설문조사
Instructional Design +E Team
1. DSLR을 사용한 지(갖게된 지) 얼마나 되었습니까?
① ~3개월
② 3개월~1년
③ 1년 이상
2. 당신은 DSLR 사용법에 대해 어느 정도로 알고 있다고 생각하십니까?
매우 모른다 1 2 3 4 5 매우 잘 안다
3. DSLR 조작법에 대해 배우기 위해 인터넷이나 서적을 찾아본 경험이 있습니
까? 있다면 알기 쉽게 배울 수 있었습니까?
① 경험 있다 – 쉽게 배웠음
② 경험 있다 – 어려웠음
③ 경험 없다
4. 당신은 DSLR 카메라를 사용할 때 주로 어떻게 사용하십니까?
① 별도의 설정 없이 auto 모드로 찍는다
② 스스로 노출, 셔터스피드, 조리개 등을 조절하며 찍는다
5. 별도의 설정 없이 auto 모드로 찍는다면, 그 이유는 무엇입니까?
① auto모드로 찍는 것이 스스로 여러가지(노출, 조리개 등)를 조절하는 것보다 잘
나옴
② 귀찮아서
③ 노출, 조리개, 셔터스피드 등의 조작법을 잘 몰라서
6. 당신이 DSLR을 사용하여 찍은 사진들은, 당신이 표현하고자 했던 의도를 잘
드러냅니까?
매우 드러나지 않음 1 2 3 4 5 매우 잘 드러남
7. 다음은 대학 교양 강의에 대한 질문입니다. 대학교의 교양 강의들은 실생활에
어느 정도로 유용하다고 생각하십니까?
매우 유용함 1 2 3 4 5 매우 유용하지 않음

48
8. 대학 교양 강의에서 DSLR을 처음부터 쉽게 배우고, 실습을 나가 사진을 찍
는 강의가 있다면 참여할 용의가 있습니까?
① 예
② 아니오
설문에 참여해주셔서 감사합니다. :-)

49
Group Members
Chung Min Ji/1235029/ Analysis, Design(Testing strategies),
Develop(Instructional Strategies, Formative Evaluation), Final
Report
Jung Won Lee /1346025/

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