LESSON PLAN: Image Editing Exercises
Caryn Esplin
Instructor at Brigham Young University-Idaho
of Multimedia Integration
Exercise 1: Practice digital photography; Learn to adjust and correct image exposure levels; Learn to adjust and correct color balance; Learn to use adjustment layers to correct exposure on one portion of an image.
Exercise 2: Practice digital photography; Learn to add controlled blur to improve depth of field; Learn to colorize an image using the history brush; Learn to add a double border and title to an image.
PREREQUISITES:
1. Comm 130 Visual Media, or permission from instructor
2. A design project portfolio
3. Basic computer operation skills
4. Internet navigation skills and ability to upload jpeg files
5. Knowledge of design principles and typography
6. Mastery skills in Adobe Photoshop
1. Visual Media Course Manual - 3rd edition by Caryn Esplin (under $30), ISBN 0-99585-801-B; Available at the BYU-Idaho bookstore
2. Access to a computer with speakers and Adobe Photoshop CS or CS2
3. High-speed Internet connection
4. Digital camera, 3 mp or higher
5. Two methods of file back-up: flash drive, on-campus H-drive, CDRs, external hard-drive
On campus computers with Photohsop may be used: ie Spori 107 lab. Digital cameras may be checked out from on-campus Media Services, third floor of the McKay Library.
TIMELINE: Learners will have one week to complete each activity in this unit, which may/may not be assigned in consecutive weeks. Each of the two exercises will take approximately 4-6 hours to complete.
Instructions:
1. Take three new digital images: a portrait, a still life, and a scenic.
2. Follow the correction tutorials and perform at least one correction on each image.
3. All three corrections must be used at least once: adjust levels, adjust color balance, and use and adjustment layer for selective corrections.
4. Upload six 4x6 images to a one-hour photo website: the three original images and the three corrected images. Pick up the prints.
5. Fill out the evaluation form and turn it in with the six 4x6 prints.
Instructions:
1. Take three new digital images: a portrait, a still life and a scenic.
2. Follow the special effect tutorials and perform at least one effect on each image.
3. All three effects must be used at least once: add controlled blur, colorize with the history brush, add a double border and title.
4. Upload six 4x6 images to a 1-hour photo website: the three original images and the three images with special effects. Pick up the prints.
5. Fill out the evaluation form and turn it in with the six 4x6 prints.
This learning unit is completely dependent on the multimedia tools it employs. Images and words are used in combination with audio clips and Quicktime tutorials. Each tutorial was created by using a series of still digital images including screen shots. Audio instruction was synchronized to the instructional slides. These tutorial movie clips will be used by learners as they complete each exercise. They may play the movie clip, then pause it while they try the same step on their own image opened in Photoshop. It is the use of all these online multimedia tools with detailed instructions that allows learners to work independently, at their own speed, to complete the learning exerices that build the needed skills. The four multimedia tools used for these exercises: still images, written text, audio clips, and animated tutorials, support the lesson objectives and long-term goal by offering a viable method for learners to see, hear, watch and read about examples of the skills they need to learn. These exercises were developed through study and reference of the following multimedia principles:
GENERAL MULTIMEDIA PRINCIPAL
A combination of images and text provide an enhanced learning environment. Learners can achieve better retention by seeing an image example and a written explanation.
CONTIGUITY PRINCIPAL
It is important that the written instruction/explanation be placed next to, or near the image example. This close proximity is called spatial contiguity and is paramount for learners to clearly understand the material.
AUDIO INSTRUCTION
Adding audio instruction to words and pictures enhances learning through three concepts:
1. Simple Repetition - Audio clips offer another repetition for learners to experience the data.
2. Multiple Learning Styles - Auditory learners may grasp the material better by listening to an audio clip. Vocal instruction can include pauses and inflection to add emphasis and clarity to difficult concepts. Also, adding music or other rythmic sounds can increase retention.
3. Appealing Multimedia Experience
Offering a multimedia learning experience is appealing and helps capture interest and increase
enthusiam for the material. A efffective combination is:
1. Written words, 2. Visual images, 3. Audio voice recording, 4. Sound effects or music.
TEMPORAL CONTIGUITY
Learning is enhanced when audio instruction is synchronized with images that illustrate the
principle being discussed. Developing this type of multimedi tutorial is better in some ways
than giving a live demonstration. One advantage is that the learner can pause the slide and
take things at his/her own speed. One drawback is that a student cannot ask the instructor
to immediately clarify or show another level or related angle. See Multimedia Learning by
Richard Mayer for more on this interesting research.
MODALITY PRINCIPLE
This theory suggests that most people learn better when images are combined with audio
instruction rather than written words. Notice that only a few words are used to clarify key
points in this tutorial. The slideshow project conversely relies on written text to describe
what is happening in the sequence of images.
THE REDUNDANCY PRINCIPLE
Text files are added to audio/image tutorials to make them accessible to hearing-impaired learners. This also helps if someone does not have the ability to hear the audio for technical
reasons. Normally, is it confusing to learners to have the written words showing at the same
time as the vocal instruction. It is best to just have the audio recording, or perhaps only the
written text, if it is something the learner may want to jot down. However, the text file can
be made available to the learner so they won’t have to re-type the script. I personally feel a few key words is helpful while the verbal instruction is playing to help clarify, but as the redundancy principle teaches us, it can be confusing if too many written words appear because it competes for attention. Our human sensory systems can process only onen message at at time. A good rule of thumb is to allow a few pauses if a few key words are addeds to allow the learner to process everything.
Multimedia Technical Requirements
It is necessary to install Quicktime to view the tutorials. Many students will use the Macintosh computers in the Spori lab which already has Quicktime installed. A link is provided with each tutorial so learners can download a free version of Quicktime to view the tutorials on computers with Internet access. Speakers will also be needed to hear the audio instruction. Though not required, a high speed Internet connection is highly recommmend due to the fairly large file size of the multimedia tutorials.
ASSESSMENT: An evaluation form is provided via a link on each exercise page. Learners will print the pdf form and fill out the top portion to describe what they have learned from the exercises and to list details about the work completed, such as the date and location of images taken and other technical details. Learners are encouraged to assess themselves by checking the grading rubric as they complete each phase of the exercise. After turning in the exercise with the evaluation form, the instructor will fill out the grading rubric and make pertinent comments to be reviewed by the learner. Learners will have the opportunity to particpate in a group evaluation and discuss the assessment with the instructor for optimal learning and skill improvement. The exercises are designed to develop skills needed for more involved projects in the Comm 397R Custom Images course.