Assignment

I chose to create a lesson centered on what I know best- creating and manipulating photographic images; specifically, digital ones. I struggled with determining the best way of conveying that, since there are so many ways of creating images; there are also many steps that play into creating “effective” images. This reflection will outline those challenges, the approach I took in tackling them, and the outcome of those decisions.

The primary challenges that I identified were:

-Determining/defining what an “effective” photo is

-Communicating and explaining the elements of a photo

-Navigating editing software

-Teaching in a manner that creates a foundation (for further learning)

A lot of what makes a photo effective for me, is rooted in intuition and feeling. That’s not completely helpful if I’m trying to teach a skill. So I had to acknowledge that my primary focus had to be on the technical aspects of image editing and creating a familiarity with the software that my subject would be using. I determined that a video tutorial would be best- as its not only instructional but it would allow me to break down the process step by step while explaining how to use the software. Before beginning the editing process, I gave a brief overview of RAW vs JPEG photos and the reason/necessity for each from a photographer’s standpoint.

To start, I didn’t define for my viewer what an effective image was. I simply reviewed the 3 questions that I think about when approaching a new image. They were: 1) What’s the focal point of the image? 2) What (in regards to image information) do I have access to manipulating? & 3) Is the image edited realistically or in a manner that reflects what I intend for it to depict?

Note: The second question refers to the amount of light, megapixels, etc that are present in the image when it was captured.

Before I recorded the tutorial- I edited the image and saved it. I did this to create an example for my viewer- something to both work towards and use as a reference. I also created a “scenario” to establish a purpose or an objective of sorts; this would give the viewer a path to direct him/her on navigating the 3 questions I mentioned above. I figured that this would help him/her think about the photo elements that I would later lay out, further.

After this, I created the tutorial. I then had my subject edit the photo without any prior experience with editing or the software. I showed him the reference (“final”) photo and told him to try to match it as best as possible. He saved his edit, and I had him write/think about what was challenging. I then had him sit and watch the tutorial. After he watched it, I asked him to re-edit the photo without referencing neither his first edit or my reference version. As he did so, I asked him to speak his way through editing it and to explain what he was doing. We then put all 3 images side by side while we discussed what worked/didn’t work.

His challenges:

-Communicating what he wanted to do/ gaps in his understanding of the elements

-Finding a focal point to drive his editing process (i.e. making the photo vibrant, making the photo “pop”)

-How to manipulate the elements of the image to alter something specific without distorting something else or messing up what was previously done

He found the tutorial to be effective, and I certainly noticed a change in the quality of the image- particularly in regards to appearance of colors and image noise/grain. When we spoke, he even discussed the elements differently- referencing specific terms and displaying a clear understanding of their roles. And to me, that’s most important indicator of learning- to see a shift in his knowledge and approach to thinking about it. Next time around- I should have a quiz of some sort to solidify such a shift for my own research.

Below are the 3 images (edit 1, edit 2, and the reference version).

 

 

So on second listen, I was struck by two things. One, there was so much transparency in her introduction into the process and production of the podcast. Interesting tactic.

Two, the “all or none” approach seems pretty unrealistic. I think the likelihood is that the more straight-forward learning will be done with robots/AI/machine learning.  Things like specific lessons, or placement (which is already kind of robotic, in the sense that it’s a standardized test), and that could open up in more tutor-style relationships with educators in smaller classroom for in-person instruction.

In terms of defining a speculative future, I like the selection of a specific date. It has an emotional effect and puts you in a mindspace. But even so, I think the focus of the episode that robots simply replace teachers in 2099 is pretty narrow.

There’s a great (often untapped or poorly executed) power in design and technology to bring together, rather than separate. I wonder whether that was explored. The individual assignment or lesson is isolating to be sure (although perhaps not much more than the heads-down writing assignment or math quiz), but what about an interactive group game or augmented environment that required learning facilitated through a machine?

Another thought was around the risks with algorithms. I would be curious to know whether (as algorithms get more tested and smarter) those issues would happen less or more often than with people. Humans are notoriously susceptible to prejudice and perception—would a child with ADHD fare better with a robot, who doesn’t care about his behavioral issues, than a frustrated teacher who feels this child is stealing energy and focus from their classroom? Same goes for any other number of adaptive learning methods and learning disabilities. Is it a matter of an algorithm at all, or just the level of its intelligence and accuracy? As a near-term issue, the human is obviously superior, but if we’re talking 80 years out… something to think about?

One question about the assertion that teaching isn’t respected because it’s a female-dominated field. I imagine that’s not true at the university level, or at least didn’t used to be? Would be curious to know those demographics. On that note, I noticed the choice of robot teacher for the episode was the stereotypical robotic female voice, rather than a silent robot, a male robot, or a less overtly sexed robot. In this sense, it opens up a number of design question about the user’s knowledge of the bot as well as many of the bot’s characteristic change how you interact with it. For example, does having an asexual teacher do anything for students? How much of the teacher’s role is to model behaviors from an adult that isn’t a parent? Do students without a male or female role model benefit from having an instructor of that gender?

All food for thought.

This is an audio learning experience for my dad, to try and help him with his many computer problems.

Directions.
1. Take a pre-lesson evaluation here: https://www.surveymonkey.com/r/5P5JKC6
2. Listen to the appropriate audio lesson below.
3. Take a post-lesson evaluation here: https://www.surveymonkey.com/r/56MVXC7

 

Installing Google Chrome

Keyboard Not Working

How To Install an External DVD Drive

Watching DVDs on the New Computer

Siri Keeps Interrupting Me

The Internet is not Working

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The directions for this assignment include the option for an audio-only learning experience. This intrigued me. It seems like video is the standard for teaching experiences right now. What can you teach someone using audio alone? I got a quick retort from my boyfriend to that question: “I know I can teach someone to install a printer on Windows XP using audio alone.” I’d totally forgotten about the hours of over-the-phone tech support that I’ve provided to my parents, and to my father especially.

That got me thinking about all of the things I’ve had to teach my dad how to do, and how tedious it often is. There are definitely some questions I’ve had to field again and again. It would be convenient, for me at least, if I had some kind of stock answer for “Why isn’t the internet working?” and “My keyboard stopped working.” That lead me to record some stock answers for these questions. Right now the recordings are just up on Soundcloud, but if the wifi is down that’s not going to be much good. Maybe some kind of Jess-tech support-hotline would be better.

This kind of project doesn’t seem to line up exactly with the pre and post lesson evaluation. Because it is essentially a how-to, rather than a concept lesson, you don’t need to know as much about their skills before the lesson. Their skill level is that they cannot solve the problem. However, post-lesson evaluation is pretty useful. I’ve included a question about if the problem is solved or not, and comment area for improving the lesson. I think the most important part, though, is the question that asks how confident the listener is that they could solve the problem themselves. Most of the issues I get from my parents are caused by a lack of confidence, than a lack of understanding. These audio walkthroughs will be most successful if they can make the listener more confident in their skills.