Eric

__Table of Contents __ ---  Module 1 Instructional Strategy Examine the course to see if it implements the First Principles of Instruction as they have been described in Chapter 2. What level of instructional strategy is used in this course? How could this course be improved to move to a higher level of instructional strategy? Keep your description of the course and your analysis so that as you gain more skill in the application of First Principles of Instruction from your study in this course you can reexamine your analysis.
 * 1) Module 1: Instructional Strategies
 * 2) Revision of Module 1
 * 3) Module 2: Identifying Instructional Strategies: Information about, part of, kind of, how to, what happens
 * 4) <span style="background-color: #ffffff; color: #000000; display: block; font-family: arial,sans-serif; text-align: left;">Revision of Module 2
 * 5) <span style="background-color: #ffffff; color: #000000; display: block; font-family: arial,sans-serif; text-align: left;">Module 3: Problem Solving Instruction
 * 6) <span style="background-color: #ffffff; color: #000000; display: block; font-family: arial,sans-serif; text-align: left;">Revision of Module
 * 7) <span style="background-color: #ffffff; display: block; font-family: arial,sans-serif; text-align: left;">Module 4: Multimedia in Instruction
 * 8) <span style="background-color: #ffffff; display: block; font-family: arial,sans-serif; text-align: left;">Revision of Module 4
 * 9) <span style="background-color: #ffffff; display: block; font-family: arial,sans-serif; text-align: left;">Module 5: Identifying e3 Instruction
 * 10) <span style="background-color: #ffffff; display: block; font-family: arial,sans-serif; text-align: left;">Comments

<span style="background-color: #ffffff; color: #666154; display: block; font-family: Arial,Verdana,sans-serif; text-align: left;">**Eric Hermosura's Example of Photography Course****From Open Course University**<span style="color: #0000cc; font-family: arial,sans-serif;">@http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397161

<span style="background-color: #ffffff; color: #8da1ad; display: block; font-family: Arial,Verdana,sans-serif; text-align: left;">

<span style="background-color: #ffffff; color: #000000; display: block; font-family: arial,sans-serif; text-align: left;">What level of instructional strategy is used in this course? In examination of the course it appears that the course is level 0, information only and level 1, information plus demonstration. As the chapters show level 0 by providing information about how photography needs to interpreted based on the history, context and style of the photographs. There is also information that photography can present bias of the photographer, since it is through his lens that we are viewing people and events.

<span style="background-color: #ffffff; color: #000000; display: block; font-family: arial,sans-serif; text-align: left;">Level 1 is shown in that the author demonstrates how photography can be interpreted based on history, context and style of photography. The course gives examples of different photographs from different time periods and how these time periods impacts how we should interpret these photos.

<span style="background-color: #ffffff; color: #000000; display: block; font-family: arial,sans-serif; text-align: left;">Level 2 is lacking, since the student is not asked to apply what he has learned in the form of looking at photographs of different times and styles. This question is hard to answer since I do not know if this is the complete course along with the tests and assignments.

<span style="background-color: #ffffff; color: #000000; display: block; font-family: arial,sans-serif; text-align: left;">Level 3 is lacking since the student is not told of the problem that needs to be solved and demonstration is lacking.

<span style="background-color: #ffffff; color: #000000; display: block; font-family: arial,sans-serif; text-align: left;">How could this course be improved to move to a higher level of instructional strategy? This course could be improved by stating why interpreting photographs needs to be done correctly. Examples could be given about what is the damage the press has done since they interpreted photographs correctly. The text could also provide historical press examples which exhibits correct interpretation of photography. Also the course could give sample photographs from different times and styles and ask the student to apply what he has learned in a discussion or written format.Keep your description of the course and your analysis so that as you gain more skill in the application of First Principles of Instruction from your study in this course you can reexamine your analysis.

<span style="background-color: #ffffff; color: #666154; display: block; font-family: Arial,Verdana,sans-serif; text-align: left;">Examples of Photography tipsNational Geographic tips []

<span style="background-color: #ffffff; color: #666154; display: block; font-family: Arial,Verdana,sans-serif; text-align: left;">Kodak tips [] <span style="background-color: #ffffff; color: #666154; display: block; font-family: Arial,Verdana,sans-serif; text-align: left;">-- =Module 1 Revision after Comments= Level 0: Information Only In reviewing my group members comments, my earlier write up and reviewing my course. The class does a good job of being very thorough description of the types and characteristics of photos as well as providing information on the different time periods. The course description states that the purpose of the class is to be able to view your own families historical photographs correctly.

Level 1: Information and Demonstration The course does a better job of trying to show demonstration than initially thought. The course contains a lot of information given that it is trying to do two things: how to distinguish the photo and to determine the time period. So the course has examples of photos and questions about the elements of the type of photo. I think a better way to do the demonstration is to scaffold better. The picture below shows how the course uses photos, with text to explain various birthday elements. A better demonstration technique would be to have the elements identified alongside the photos so that the learner could see the text alongside the photos for easy identification.

Level 2: Information, Demonstration and Application The application could be improved by repeating the elements of level 1. To have the photos and the elements on the side. The learner would have to match the elements to the items in the photos. This could also be applied in regards to the time period. That the learner would have to apply the information of what was learned about each time period and would have to identify these elements. In order to accomplish the goal of being to use these techniques to family photos, family photos needs to be included into the application. That the students would take out their own photos then identify the type of photos they are and what time period they belong to. This could be graded by students writing an essay that shows their family photos and the description of type and time.

Level 3: Information, Demonstration, Application and Problem Solving I had a difficult time thinking about what the problem solving is and I had to incorporate my background in Religion to come up with the problem, so I don't know if I'm reaching. In Religion there is the study of hermeneutics, which is the study of interpretation of religious text. That in order to interpret texts as the author had intended it is necessary to know the historical and cultural context of the author. A simple example is the Beatles song Lucy in the Sky with Diamonds. That someone who has no idea of 60's England would think that it is a song about a girl in the sky with diamonds. However, as someone who knows about what the 60's are like with the prevalent use of the drug L.S.D. would associate the (L)ucy in the (S)ky with (D)iamonds with the drug and would identify the song as representative of floating in the sky as a hallucinogen trip. So the one thing that I can think of is the proper interpretation of information and photography. To be able to identify the type and to know the historical happenings of the time that the photo was taken. So the problem of the course could be the proper interpretation of family photos and information to get a clearer idea of what your family is going through and to learn about the experiences of the family. In looking at the photo periods, photography was scarce and usually only available for the families that could afford photography in a studio. However, as the course explains the proliferation of photography has continued to improve to the point of today where everyone has a camera. So the problem could be to interpret the photos correctly to learn about your family. With the proliferation of photography this kind of course could prove useful for future generations to learn about their families history.

Conclusion In the revision of the course, I realized that the levels of instruction need to be thought out thoroughly for the course to accommodate levels 0-3. This exercise has made me rethink my own teaching and lesson plans to make sure that all levels are incorporated.

<span style="background-color: #ffffff; color: #666154; display: block; font-family: Arial,Verdana,sans-serif; text-align: left;">Module 2: Identifying Instructional Strategies > <span style="background-color: #ffffff; color: #555555; display: block; font-size: 15px; text-align: left;"><span style="font-family: Georgia,arial,sans-serif;">According to the course description of __[|Picturing the Family]__<span style="font-family: Georgia,arial,sans-serif;">, is supposed to teach students how to interpret their family photographs from different their history going back as far as late 1800's. The course shows black and white photographs which explains trends of that time period and how specific life experiences were photographed. Information about: The course is very thorough about supplying information about different types of photographs, which run the gamut of a persons life: birthdays, rites of passage for teens, marriage, honeymoons, wedding anniversaries, death and post-mortems. The course also shows a wide range in regards to different time periods from the 1860's to the 1950's. In addition to this the teacher also delves into the itinerant photographer, when individuals started to buy their own camera's and take pictures outside and in the streets. Part of: The course shows the instructional strategy by looking at photos, in which the student reads about the different types of wedding photographs and shows what poses, clothes and objects were a part of a marriage photo. An example of how the course does this can be seen in the wedding photography. While looking at the photo, the question asks what aspects make this a wedding photo: woman wearing their best dresses and flowers. The course uses an instructional technique described in that the learner must look at the photo and question. Then click on a button to show the correct answer.Below is a link that shows how the course implements part of instruction: []<span style="background-color: #ffffff; color: #555555; display: block; font-family: Georgia,arial,sans-serif; font-size: 15px; text-align: left;">The course also tries to teach how to look at a photo and be able to identify which time period it is from depending upon style and included elements. The course describes how parts of a wedding photo change over time. Kind of: The course shows a kind of instructional strategy when it asks the learner to classify objects that are seen in different types of photos across time periods. While the course does do this, the example and non example demonstration is not done. The course does describe each of the types and time characteristics and assumes that the learner will be able to destinguish between a baby photo and a marriage photo. The course could have did the time and era characteristics by placing a photo and then asking the learner to choose the correct time period. A second step would be to identify what aspects of the picture indicate that time period. How to: This is where the course strays from the course description. the course description was to be able to identify and view your own family photos. Never during the course does the activity and assignments ask the learner to take out his or her own photos and view them using the life aspects and era characteristics. So a recommendation would be for the user to take his or her own photos out and be able to classify them based on life experience and then to be able to classify the time based on style and other components that are indicative of that era. What happens: The course does not have a what happens instructional strategy. However with the stated goal of being a how to, the what happens does not seem to be conducive to the course description. A what happens could be what happens shen photographs are not interpreted correctly and what the possible ill effects might be.\ > Revision of Module 2 Information About: According to the feedback the information about did not need revision. Part Of: The part of should have been about recognizing the different parts of life through photographs. Information should be provided to address what are the parts of the different types of life moments and time periods. An example would be for life moments would be to look at components that would make a photo a wedding photo. Also to provide information about time periods and components that would make that photo a part of a time period. Kind Of: According to the feedback the kind of section was acceptable. I thought that the assignment could be improved by looking at photos and being able to explain how the photo meets the requirements for that type of life moment photo. This could also be applied in regards to the period of the photo. That the learner would have to describe how the photo contains the components of that time period.
 * <span style="background-color: #ffffff; color: #555555; display: block; font-family: Georgia,arial,sans-serif; font-size: 15px; text-align: left;">For the course selected in Module 1 examine this course to see if you can identify each of the instructional strategies – information-about, part-of, kind-of, how-to, and what-happens. Did these instructional strategies include the prescribed instructional events? If some of the prescribed instructional events are missing see if you can design some of these missing instructional events. If some of the instructional strategies are not included in this course see if you can prescribe the inclusion of the missing instructional strategies.

<span style="background-color: #ffffff; color: #555555; display: block; font-family: Georgia,arial,sans-serif; font-size: 15px; text-align: left;">Description of Kind Of: The course shows a kind of instructional strategy when it asks the learner to classify objects that are seen in different types of photos across time periods. While the course does do this, the example and non example demonstration is not done. The course does describe each of the types and time characteristics and assumes that the learner will be able to destinguish between a baby photo and a marriage photo. The course could have did the time and era characteristics by placing a photo and then asking the learner to choose the correct time period. A second step would be to identify what aspects of the picture indicate that time period. <span style="background-color: #ffffff; color: #555555; display: block; font-family: Georgia,arial,sans-serif; font-size: 15px; text-align: left;">How to: According to the feedback one revision would be for the learner to use his or her own family photos to be able to classify the life moment and the time period that the photo is from. That the techniques learned in the information about, part of and kind of be applied to ones own family. This would make the learned content applicable to ones own family and reinforce the learned material because it would be functional and applicable to the learners history. <span style="background-color: #ffffff; color: #555555; display: block; font-family: Georgia,arial,sans-serif; font-size: 15px; text-align: left;">What Happens: What happens could be applied in looking at what happens when family photos are properly classified for the life moments and time period. This would ultimately allow the learner to be able to learn about the his or her own family. Since the learner would be able to know about what the proper time period was, the learner could learn about their families history. The learning about ones ancestry is something that has seen an increase of interest with websites like ancestry.com, and the TV show who do you think you are. The photos could provide a springboard into learning more about your ancestors and what was like for them, ultimately allowing the learner to learn more about themselves. <span style="background-color: #ffffff; color: #555555; display: block; font-family: Georgia,arial,sans-serif; font-size: 15px; text-align: left;">

<span style="background-color: #ffffff; color: #555555; display: block; font-family: Georgia,arial,sans-serif; font-size: 15px; text-align: left;">Revision of Module 2 > <span style="background-color: #ffffff; color: #555555; display: block; font-family: Georgia,arial,sans-serif; font-size: 15px; text-align: left;">Information About: According to the feedback the information about did not need revision. > > <span style="background-color: #ffffff; color: #555555; display: block; font-family: Georgia,arial,sans-serif; font-size: 15px; text-align: left;">Part Of: The part of should have been about recognizing the different parts of life through photographs. Information should be provided to address what are the parts of the different types of life moments and time periods. An example would be for life moments would be to look at components that would make a photo a wedding photo. Also to provide information about time periods and components that would make that photo a part of a time period. > > <span style="background-color: #ffffff; color: #555555; display: block; font-family: Georgia,arial,sans-serif; font-size: 15px; text-align: left;">Kind Of: According to the feedback the kind of section was acceptable. I thought that the assignment could be improved by looking at photos and being able to explain how the photo meets the requirements for that type of life moment photo. This could also be applied in regards to the period of the photo. That the learner would have to describe how the photo contains the components of that time period.

<span style="background-color: #ffffff; color: #555555; display: block; font-family: Georgia,arial,sans-serif; font-size: 15px; text-align: left;">Description of Kind Of: The course shows a kind of instructional strategy when it asks the learner to classify objects that are seen in different types of photos across time periods. While the course does do this, the example and non example demonstration is not done. The course does describe each of the types and time characteristics and assumes that the learner will be able to destinguish between a baby photo and a marriage photo. The course could have did the time and era characteristics by placing a photo and then asking the learner to choose the correct time period. A second step would be to identify what aspects of the picture indicate that time period. <span style="background-color: #ffffff; color: #555555; display: block; font-family: Georgia,arial,sans-serif; font-size: 15px; text-align: left;">How to: According to the feedback one revision would be for the learner to use his or her own family photos to be able to classify the life moment and the time period that the photo is from. That the techniques learned in the information about, part of and kind of be applied to ones own family. This would make the learned content applicable to ones own family and reinforce the learned material because it would be functional and applicable to the learners history. <span style="background-color: #ffffff; color: #555555; display: block; font-family: Georgia,arial,sans-serif; font-size: 15px; text-align: left;">What Happens: What happens could be applied in looking at what happens when family photos are properly classified for the life moments and time period. This would ultimately allow the learner to be able to learn about the his or her own family. Since the learner would be able to know about what the proper time period was, the learner could learn about their families history. The learning about ones ancestry is something that has seen an increase of interest with websites like ancestry.com, and the TV show who do you think you are. The photos could provide a springboard into learning more about your ancestors and what was like for them, ultimately allowing the learner to learn more about themselves.

=**Module 3: Problem Solving Instruction**=
 * <span style="background-color: #ffffff; color: #555555; display: block; font-family: Georgia,arial,sans-serif; font-size: 15px; text-align: left;">Does the course you selected in Module 1 involve problem solving? If it does, can you identify the content elements of the problem? If it does not, can you identify a problem for which this course teaches component skills? For the problem you select, try to identify the content elements required by the problem you selected. Try to identify the prescribed instructional events required by the problem you selected.

<span style="color: #555555; display: block; font-family: Georgia,arial,sans-serif; font-size: 15px; line-height: 22px; text-align: left;">My course does not involve problem solving. If the course does try to solve the problem of how to look at your family photos to learn about them: there are two elements that the course needs to address: 1) The course uses pictures that fit neatly within the confines of the parameters described. However, since the learners own family pictures might not fit within the confines described, the course needs to address other options or parameters so that most, if not all family photos can fit within the parameters. 2) The other aspect is the finding of information based on the time period and place of the family. The course obviously could not provide information about all time periods and places, but the course could provide resources for how the information about the time and place of the family can be found. A resource could be something like www.ancestry.com, a search engine that could find a book or a specialist of the time period and place. So the course would have to go outside the parameters of traditional photography, but if the problem is truly to learn about your families history using photos the other factors must be considered. Instructional events would be if I learned my families history. A hypothetical example would be that I know my family has some roots from Spain, from my last name Hermosura. If there was a photo of my distant ancestor at his baptism, and the picture indicated the city from Spain he was from as well as the time period. I would use the research techniques introduced in the course about how I could learn about the city and time period, and maybe learn what the circumstances were that inspired him to leave Spain for the Philippines by using ancestry.com, a book or a specialist. > The progression of the problem:1) Identify the family event and time period, if the family photos fall within the descriptions of the course in regards to family event and time period.2) If the family photo does not fit within the described events described in the course.3) If the family photo does fit within the time periods described in the course.4) Understanding the time period and place of the family photo to make a personal connection. > Component Skills.1) Identify time and event from the course description2) Identify a family event not described in the course description could have a miscellaneous section that could include family events that are specific to a culture: Example Jewish: circumcision, bar/bas mitzvah, hanukkah, etc.,3) Identify the time period could have a miscellaneous section that could include other time periods not mentioned in the course.4) It is in understanding of the time period and place of a family photo would have to be developed. The course would need to entail the three possibilities of information: www.ancestry.com, a book about a specific time period and place and the specialist who could answer questions should the other two sources are not available. The course would have to have a tutorial about how to use ancestry.com or refer to the website for information about how to get information regarding the time and place of the family photo. The books contents would have to be reviewed for information that is pertinent to the time and place of the family photo, so while the information would not be specific to the family photo, information could be obtained. In regards to the specialist, a series of questions could be selected from a question bank that are relevant to the family photo. This problem of using family photos presents a whole series of problems because the family photos could run the gamut of geography, culture and time especially here in America. The course would have to use "outside" sources to accommodate such a wide variation of places, culture and history to meet all of the learners pictures.
 * It is unlikely that the course you selected uses a problem-centered instructional strategy. Can you identify a progression of problems for the problem included in the course or for the problem you suggested for the course? Can you identify the component skills required by all of the problems in the progression?

=Revision of Module 3=

Based on feedback, I would revise my module 3 to be more succinct and would examine four main components: time, event, location and how all three help the learner to gain more knowledge of their families past through photographs. The condition of the progression of instructional content is also listed.

Progression from easiest to more difficult
 * Time**: **Condition: Know what time period the photograph is from**

Progression: 1) Date is stated on photo 2) Time determined by technology used 3) Time determined by photographic style 4) Time determined by style of the clothing

Progression of easiest to more difficult
 * Event: Condition: Know what event in a persons life is being shown**

Progression: 1) Event stated on photo 2) Event determined by the subjects age (baby, etc) 3) Event by context 4) Event determined by specific items unique to event

Progression from easiest to more difficult
 * Location: Condition: Know where the picture was taken**

Progression: 1) Location stated 2) Location determined by background clues 3) Location determined by clothing 4) Location determined by stylistic cues

Progression from easiest to more difficult Progression: 1) Symbolism of objects in photo 2) Student centered learning: pursue information on time period and location 3) Use of ancestry.com for relatives based on time and location.
 * Family Knowledge: Condition: Learners would be able to have learn more about their family history by using the instructional events above in addition to other aspects of the photo**

The instructional events stated above would help in the proposed problem of using photography to learn about your family history. After obtaining all of the information from family photography a second instructional problem would arise, which is how to use the information obtained in the photographs to be used via other forms of obtaining information that would go outside the realm of photography. The second instructional problem would continue in regards to learning about one's family history, and go into the realm of research of ancestry to gain a deeper understanding of one's family history to ultimately reconnect with unknown ancestors and other places your family history might have gone through. So the proposed problem of learning about your family history would continue and the word photography would be substituted for another avenue of research: ancestry, genetics, religion, etc.,

Examine the course you selected for Module 1. How did this course use multimedia to implement their instructional strategies? Did this course avoid irrelevant multimedia? Did this course use multimedia to effectively implement instructional events? Did this course use multimedia to indicate the format of the materials; to provide efficient navigation; and to provide for learner interaction with the content and instructional events? <span style="background-color: #ffffff; color: #555555; display: block; font-family: Georgia,arial,sans-serif; font-size: 15px; text-align: left;">It is unlikely that the course you selected used a structural framework but if it did was it used effectively? If it did not can you suggest a structural framework that could be added to this course to enhance learning? > The students looked through the pictures and were given information that these were birthday pictures because the photographer has a journal which mentioned that this particular boy came in for his birthday pictures. The course did not explain how these were birthday pictures and how to connect time, place and family information. The course does implement learner interaction in the quizzes. A question is given with a picture and the learner is asked to indicate what is the correct answer. Immediate feedback is given if the answer is correct or not by popping up after the question has been answered. My course did not provide a structural framework. The progression is by time, then by types of photographs, then other aspects of photography like lighting, composition, background, etc., So the structural framework would be to first use prezi as a multimedia format to introduce concepts of time, place and family history. Second, a quiz with immediate feedback of the learned information of aspects of time, place and family history. Third, to apply the learned information using photographs that include the three elements of time, place and family history going from easy to complex. Third to create their own prezi using their own family history. Fourth to provide feedback to other classmates family history. Fifth to revise their own prezi's on the feedback of other students and teachers. I think this would provide a good structural framework that help students progress in looking at their own family photographs.
 * =Module 4 Multimedia Implementation=
 * From the Birthday section of my course:
 * [[image:birthday_sample.png width="114" height="153"]]
 * My course only used photos and text as a means of instruction. Students were pictures to look at consecutively like in the birthday example below:[]
 * My Example of how the multimedia tool Prezi could be used to supplement instructional events. I thought that the presentation of information would be best if the student were given an example and could focus on specific parts of the photo to learn about how to place the photo in the correct time and place. Since the problem of the class is to find out more about a persons family: time, place and family content, I thought that specific items in the photo should also be pointed out so that the student would be able to interact with their photos. Items that would indicate time such as clothing, photographic style and photography technoIogy would indicate time. Aspects of a photo that would indicate place would be style of the clothing, the fabrics used in the clothing and specific photographic subject matter would be examined in a family photo to get a sense of place. In regards to information about a persons family history specific symbols would have to be looked at. Does the person in the photo have a pen, hammer, or other specific tools that would indicate the vocation of the family. I also placed the information next to the specific items in the photo so that the student would have immediate feedback about the specific parts and would not have to read through text to get the content that should be learned. A second step could be for students to take a multiple choice quiz involving aspects that have to deal with time, place and specific family information. Once an answer was given immediate feedback could be given about why an answer was correct or not. Once the learner was able to answer the content the next step would be to apply the content to a hypothetical picture. The student would have to learn how to use the information and apply it to photos given. Another step could be for a student to create his or her own prezi using one of their family photos, using the content as an example. An interesting aspect that could be introduced is for other students to examine another students family prezi, to get feedback and to get the most out of collaborative learning.

Disclaimer: While I think this is a sound structural framework it could be totally wrong, but at the time of writing I thought it was correct. Only feedback will tell. . . . . ..
 * [[image:prezi_example.png width="397" height="236"]]
 * My example of using multimedia for teaching analysis of historic photographs.
 * []

=Module 4 Revision= According to the feedback there are several revisions that could be implemented. One aspect that was omitted was that the style aspect of looking at historical photographs. There was no information about how to use the style of photographs to place it in a historic place. There could have been more information about how to look at clothing, hairstyle, technology and style to place the historical place that would encompass all four aspects. The quiz would be scaffolding based on big time gaps for styling then going to less of a time gap to get a better idea of the time. According to the feedback the use pf prezi was a good choice for presenting photography since specific parts of a photograph can be focused on and text explaining the aspects of the photo that would help the learner to place the photo in a time, place and to learn more about his or her family history. Upon reflection of the course, it needs to be organized by specific photography parts instead of by photography themes like lighting. So if the course is going to address the problem of learning about one's family by looking at historic photography. While there were good uses of some interaction with the learner and using photographs, there could be more interaction and specific parts that allow the learner to learn about their family history using photographs.

=Module 5: Identifying E3 Instruction=

<span style="color: #555555; font-family: Georgia,arial,sans-serif;"> [] Using Historical Photographs in the Classroom Assignment 1: Introduce a Topic _______________ Tell____ Show_____ Multimedia_____ Guide_____ >3_____ Total Demonstration + + + + +_____________________________________________ 5/5 ________________Do_____ Feedback _____Coach_____ >3 ______Total Application + - - - ___________________________________________1/4 Score 6/9 Assignment 2: Introduce Culture _______________Tell _____Show_____ Multimedia_____ Guide_____ >3_____ Total Demonstration + + + + + ______________________________________________5/5 ______________Do_____ Feedback_____ Coach_____ >3 _____Total Application + - - - _______________________________________1/4 Score 6/9 The course was designed for teachers to use historical photographs for various subjects. The problem was for teachers to learn the skill of how to use photographs as a teaching tool to improve their teaching by incorporating visual components through photographs. The course did not give any "assignments" but did give examples of properly executed use of historical photographs in various subject matter. It was assumed that since the learner was a teacher there would be knowledge of how to use visuals and Q+A to illicit proper student responses. There was probably an assumption of the instructor that if the learner was a teacher that the last thing that they would want is to give the teacher additional work that didn't go towards teaching the class. Better scaffolding would have been for the teacher to create his or her lesson plan using the instruction going from introduction as the easiest theme to the most difficult being comparison. There could also be an explanation about how using visuals improves learning and retention of information to be used to solve a problem.
 * <span style="background-color: #ffffff; color: #555555; display: block; font-family: Georgia,arial,sans-serif; font-size: 15px; text-align: left;">Select a second course in the content area you would like to teach as a project for this course.
 * <span style="background-color: #ffffff; color: #555555; display: block; font-family: Georgia,arial,sans-serif; font-size: 15px; text-align: left;">Post the URL for the course site on your wiki.
 * <span style="background-color: #ffffff; color: #555555; display: block; font-family: Georgia,arial,sans-serif; font-size: 15px; text-align: left;">Apply the Course Critique Checklist to this course and write a brief report

If the lesson was done correctly certain criteria could be used to see if the students within that class 1) learned the proper information using the photos, 2) students were able to answer the questions based on the photos and questions, 3) the students were able to use the photographs to problem solve about the specific topic using the photos. So while there is good demonstration, the fact that there is no actual "doing", feedback about the assignment, no coaching of the process and desired outcome and no repetition of the assignment the instruction was incomplete. For improvement of the lesson an application component is needed. If there was a lesson for application, feedback could be provided for the lesson if it accomplished the desired need. If it didn't accomplish the need then feedback could be given as to how to correct the desired aspect.

<span style="background-color: #eeeeee; color: #8da1ad; display: block; font-family: Arial,Verdana,sans-serif; text-align: left;">include component="comments" page="Eric" limit="10"