Slideshow d

1. Adobe InDesign for
Instructional
Designers
Kimberly K. Klotz
University of Central Arkansas
Instructional Design – Summer II 2012

2. Description
• The course consists of instruction in an
online environment with a rich media
variety and multiple learning models
utilizing synchronous and asynchronous
instruction in order to obtain the learners
goal of becoming proficient in Adobe
InDesign to use this program in job-related
practical applications.

3. Needs Assessment
• Conducted using an online form platform
called Wufoo.
• Constructed to gauge the learners’ current
skill levels and characteristics, familiarity
with computers and technologies, their felt
needs in learning the design software
Adobe Indesign and their perceived
motivations for learning the software.
• http://kgkdesign.wufoo.com/forms/needs-analysis/

4. Learner Characteristics
• High level of comfort with technology
• Comfortable with online courses
• Self-motivated & independent adult learners
• High affirmative response to applied
learning
• Mixed response to collaborative learning

5. Learner Description
• A graduate class at the University of Central Arkansas, currently
enrolled in the instructional technology graduate program. Learners
are adult learners currently working in various types of fields
including K-12 education and higher education. All learners currently
take courses via distance delivery. Learners have positive attitude
towards skills that improve their instructional design knowledge, skill
set, and marketability in their careers. Learners show a high level of
motivation and independent learning style with emphasis on
practical use of the materials. Almost all learners wanted to use
their skills to excel in their professional lives; therefore there is a
strong motivation to learn. Additionally, the learners bring expertise
in many areas to the learning environment. The learners were also
open to at least some collaborative learning methods
as part of instruction.

6. Learner Characteristics
• Learn best when assignments apply to
their lives
• Most experience in: writing, education &
technology
• Least experience in: drafting & design,
creative arts, graphic design, &
communication/journalism

7. Learner Characteristics
• Learner motivations:
– Increased job performance
– Marketability in the job market
– Find employment
– Improve job performance
– Build upon current skill set

8. Learning Goals
• Learning Goals:
– Participants indicated through the needs
analysis that they would like to be able to do
the following:
• Produce digital publications (most popular
response)
• Newsletters, portfolios, business documents,
letterhead, and brochures

9. Learning Goals
• Specific features learners interested in:
– Layout and design
– Working with text
– Working with images
– Digital publications

10. Learning Goals
• Goal Statement:
– The goal of the instruction in the Adobe
InDesign program for instructional design
graduate students is to provide instruction
for proficiency in the program so that
learners can navigate the user interface, set
up documents, work with text and images,
and export documents. Users will be able to
set up, create and publish documents to use
in a job-related applied setting.

11. Objectives
• Given a description of the uses of Adobe
InDesign, learners will recall five
document types that can be created with
Adobe InDesign.

12. Objectives
• Given access to the Adobe InDesign
program, the learners will identify the eight
major areas of the Adobe InDesign
workspace.

13. Objectives
• Given access to the Adobe InDesign
program, the learner will construct a
document that correctly places and
manipulate at least five graphics in size
and placement.

14. Objectives
• Given access to the Adobe InDesign
program, the learner will experiment with
the tools in the program to create a
document that utilizes both text and
graphic elements.

15. Objectives
• Given access to the Adobe InDesign
program, the learner will demonstrate how
to publish a PDF and EPUB document
from Adobe InDesign.

16. Instruction
• Blackboard Coursesites
– www.coursesites.com/s/_id_sum12_indesign
• Synchronous & asynchronous course modules
• Discussion board
• Applied learning
• Blackboard Coursesites Live

17. Assessments
• Pre-Instructional Survey
• Rubrics for each assignment
• Learning logs for each session
• Formative test for module

18. Instructional Materials
• Instructional Materials include:
– Text in modules
– Embedded Video
– Embedded Presentations
– Images
– Web links
– Example InDesign Files

19. Sample Lesson
• Visit
www.coursesites.com/s/_id_sum12_indesign
• All modules are online in Coursesites course.

20. Theoretical Framework
• The ADDIE model was used to
develop the course.
– Analysis
– Design
– Development
– Implementation
– Evaluation

21. Theoretical Framework
• Merrill’s Five Principles of Instruction was
also used in the course design.
– Demonstration
– Application
– Integration
– Task-Centered Principle

22. Formative Evaluation
• Online Survey (10 Questions) to adult
learner enrolled in Instructional
Technology Graduate Program. Higher
Education and writing background.
• Results
– Course is organized for learner’s needs
– Assignments were moderately easy

23. Formative Evaluation
• Results
– Workspace and Working with Graphics were
the most useful modules
– The assignments were helpful in
understanding the material and about the right
amount in number.
– The course met the initial goals. The video
links and graphics were viewed positively.

24. Implications for Instruction
• Considerations for Implementation:
• Create folders and smaller modules for sub-
objectives to break up text.
• Include original screencasts of different techniques
and skills in indesign.
• Include gallery where students can show their
work.
• Further develop instructional design content
related assignments.

25. Implications for Instruction
• Create additional sub-objectives for
various techniques and skills
• Engage students through synchronous
learning experiences and student
presentations.
• Experiment further with Coursesites tools.

26. Conclusion
• The course is a introduction to Adobe
InDesign for Instructional Designers.
Through analysis, the learners are highly
motivated and independent. The online
format is condusive to the content and the
learners independent learning styles.

27. Conclusion
• The intention of this course is help further
the learner’s skill set in this particular
program. However, upon further analysis, I
would like to pursue other programs as
well, and add other courses to compliment
the Adobe InDesign course.