Professional Documents
Culture Documents
PRESENTED BY
SUSAN LISTER
SUSAN.LISTER@NEWMEDIAWORKSHOPS.COM
HTTP://WWW.NEWMEDIAWORKSHOPS.COM/LISTERPORTFOLIO/RO3/INDEX.HTM
Technology in United Arab Emirates graduate with a Diploma after three years in the College
Program. Teachers recognize that although the students are highly technology savvy and
have grown up in a world where visuals are a prominent part of their life, the students have
done very little interpretation, analysis, or critical review of the visuals invading their lives.
The instructors know that for the students to be successful in the program, they need to
become visually literate. There are many courses over the three years that work at
improving the students’ visual analysis skills and there are several instructional methods
used. This study looked at how a multimedia product (that paid particular attention to
second-language learners) can aid in the learning of visual skills. Software was developed to
teach various aspects of visual literacy and specifically “The Rule of Thirds” in photography.
The study was interested in how the students learned using the software by identifying the
features of the software that either helped or hindered the students’ understanding. Lastly,
since the author (as part of a team) developed the study software, there was great interest in
how the software could be improved to better support the learning of visual literacy concepts
This study investigates the use of software to aid in the visual development of
Communication Technology students. Before the actual study can be addressed there is
pertinent background information that needs to be provided. This section will provide some
background information on the Visual Communication course in which the software is used;
the actual Rule of Thirds software will be reviewed as well as websites that also “teach” the
rule of thirds. Lastly, a review of literature in three main subject areas: Multimedia and
Learning; How to Evaluate Software and Multimedia for ESL learners will be included.
In the first year of study in the Communication Technology program within the
United Arab Emirates Higher Colleges of Technology, not only do the students learn about
Graphic Design, Journalism and Video Production (the three fields they can later specialize
in) but the foundation is also set for them to become better visual communicators. One first
year course, Visual Communication I, is paramount to the students achieving good results in
projects during the 14 week semester. Through these projects the students develop a more
critical view of their work, their peers’ and professional work. Recognized by both teachers
and students as one of the key courses in year one, the course promotes reflective thinking
It is found specifically in Goal #2, Objective #2 of the course curriculum which states:
surprise that it can be traced back to Greek times where it is known in its original form as the
Golden Mean. Basically, the idea presented in the Rule of Thirds is that you should not put
your main subject in the middle of a photo but rather, a better photo can be created by placing
the main subject along an imaginary line that divides the photo in thirds either horizontally or
vertically. Here are three photos from the Rule of Thirds software that follow the Rule of
Thirds:
Image 1, Sunset Fun, Susan Lister Image . 3 – Balancing Act, Susan Lister
Image 2, Lonely Tree, Susan Lister
The idea behind the Rule of Thirds is that when a person looks at an image they are
naturally seeking out balance. When the main subject is in the centre of the image, balance is
easily found. However, in providing a ‘simplistic’ balance, the photographer has not provided
a very rich environment for his viewer. If one thinks of a photographer’s job as providing
visual nourishment, then when the subject is found in the centre of a photo, the viewer has
just received a ‘fast food snack’. When a photographer follows the rule of thirds and places
his/her subject along the horizontal or vertical third of a photo, there is much more room for
“full meal”. A rule of thirds photo, at first glance, seems to be off-balance, which causes the
5
viewer to investigate further seeking out the balance they naturally desire. A master
photographer would compose the image to feed the eye as it wanders through the image –
placing ‘snacks’ of intriguing colours, textures, lines and shapes throughout the off-balance
photo. With the main subject off-centre there is more room to lead the eye into the main
learners in becoming visually literate through the introduction of design principles and
compositional techniques emphasizing the Rule of Thirds. The product, while addressing the
special needs of English Second Language learners, uses multimedia activities and
teachers and instructional designers. With over 120 images, more than 70 'introduced' terms
with glossary roll-overs, 16 minutes of audio and many options to go 'deeper' or try 'more',
satisfy one of the project requirements in the first year Masters of Arts in Education
Technology program through Michigan State University. It was later developed by a team of
three faculty members (the author being one) from Dubai Men’s College as part of the
is not expected to replace the instructor, the software has been developed for students to use
on his or her own in a self-learning mode. As a follow up, it is expected that the students
would complete a ‘real world’ photography shooting assignment where they would apply the
rule of thirds to their own photography. A variety of follow-up exercises and assessments are
provided to teachers who use the software on the CD-ROM as well as through a support
website at http://www.newmediaworkshops.com/listerportfolio/ro3/index.htm .
6
The software is organized in these sections:
The software begins by introducing the term “focal point” and shows the student
several ways to create a focal point in their photos. Next, the student is discouraged from
always placing the focal point in the centre of a photo (a common beginner technique) by
reviewing many good photos that don’t have the focal point in the centre. Next, the Rule of
Thirds is introduced which requires that the focal point is placed in the upper or lower third
of a photo or the left third or right third. Several activities are provided to get the concept
across. The software ends with a summary of the overall ideas presented and a self-marking
quiz questions. At the completion of the thirty to forty-five minute computer-based training
program, the software suggests that the student will be able to:
1. Choose the main focal point of a photo or identify photos that do not have a focal
point.
3. Explain what the Rule of Thirds means and why a good photographer might use it.
4. Show how the Rule of Thirds can be used when composing photos.
5. Identify photos which use the Rule of Thirds from those that don’t
Table #1 identifies the features that have been included in the Rule of Thirds Software
Image 4
2 Interactivity #1
Choosing the focal point of a photo – feedback
is given when the wrong place is chosen.
(select the image to view a video of this feature in action)
Image 5
Image 9
8
Feature and Description Visual/Interaction
7 Interactivity #6
This is another drag and drop activity where
horizontal and vertical bars are dragged onto
the photo to reflect the Rule of Thirds grid.
(select the image to view a video of this feature in action)
Image 10
8 Interactivity #7
In this activity the learner uses their new
knowledge of the Rule of Thirds and attemps
to “take” a photo that follows the rule by
framing one in the smaller box. This is
accomplished by moving the mouse around on
the smaller photo.
(this feature is not yet ready for viewing)
Image 11
9 Activity #8a
This is first of 4 “Test Yourself” activities that
occur at the end of the product. In this activity
the learner drags the photos that follow the
rule of thirds to the YES side while those that
don’t should end up on the NO side. The
learner can test their answers and move photos
around until all are correctly placed or they
can move on. Image 12
(select the image to view a video of this feature in action)
10 Activity #8b
The second quiz is a vocabulary test where the
student must match the word with the
meaning. If the word is incorrectly matched, it
returns to its origin
(select the image to view a video of this feature in action).
Image 13
11 Activity #8c
This is the third quiz – also testing vocabulary
but more closely aligned with using words to
describe particular attributes of photos.
Image 14
12 Activity #8d
In this, the final ‘test’ the student resizes a
green rectangle on the panorama and then
presses a button which makes the Rule of
Thirds ‘grid’ appear within the green
rectangle. The student can see if he/she has
lined up their focal point and balanced the
photo using the Rule. Image 15
(select the image to view a video of this feature in action)
9
Feature and Description Visual/Interaction
13 ‘More’ Button on Text blocks
We had three choices when there was too
much text to fit nicely on a screen. We could
eliminate some of the text, we could insert the
text in a scroll box or we could have the user
click a button to get more information. After
consulting the ESL instructors at the college,
we opted for the latter choice. To support our
desire to provide more information for
students who are ‘more’ interested in
photography, there are times when the student
has the choice to go on in the product or click
the ‘more’ button; at other times, s/he must Image 16
click the ‘more’ button and access more text
before the ‘next’ button appears.
(select the image to view a video of this feature in action)
14 Audio Critique Buttons
With our students learning in their second
language, we decided it was best to provide the
information within the program through
several modes. There are audio opportunities
throughout the program. Sometimes, the
photos are interpreted by other photographers,
sometimes a narrator provides information.
(select the image to view a video of this feature in action) Image 17
15 Try Another Button
Throughout the software, this button shows up
to allow the students to spend more time in a
section if they want to.
(select the image to view a video of this feature in action)
Image 18
16 “View” buttons (Thirds, Centre, Focal Point)
The “View” button appears in later sections of
the software, to reinforce a concept from an
earlier section.
(select the image to view a video of this feature in action)
Image 19
17 Rule of Thirds Button
Once the Rule of Thirds is introduced, this
grey round button appears on most of the
photos that follow. It is meant to both
reinforce the rule but also tweak a students’
curiousity in how the rule is applied to
different photos. Image 20
(select the image to view a video of this feature in action)
18 Yellow – “Interact with me” buttons
These buttons appear scattered throughout the
program and provide one more way for the
student to interact with either the photo or the
information provided.
(select the image to view a video of this feature in action)
Image 21
10
Literature Review
Educational psychologists have not only been studying how learning takes place for
decades but there have also been a great many studies in how to best learn in a second
language. Now, with the advance of technology into the English as a Second Language
classroom, three questions arise: How does learning take place in a multimedia environment,
what affects learning in a multimedia environment, and “How does multimedia aid learning
in a second language?” This literature review will highlight studies of the multimedia-
products (the “how” in multimedia learning). This study will also review investigations using
ESL learners and any follow up insights about interface and instructional design through
learning environment. He identified many authors who had come to the conclusion that the
assumption that multimedia information helps people learn, seems to be based more on
personal opinion than on scientifically based fact. People enjoy multimedia, prefer
multimedia-learning materials, and believe that multimedia helps them learn. Another very
significant finding from Najjar’s literature review was that learning appeared to take less time
when multimedia instruction was used. For example, Kulik, Bangert, and Williams (1983)
found one study that recorded an 88% savings in learning time with computerized instruction
versus classroom instruction and another study that recorded a 39% savings in learning time.
Lastly, Najjar highlights two studies, Stafford (1990) concluded that interactivity was
associated with learning achievement and retention of knowledge over time while Bosco
(1986)/Fletcher (1989, 1990) showed people learn the material faster and have better attitudes
toward learning the material when they learn in an interactive instructional environment.
Najjar summarized positive outcomes from multimedia learning environments were the result
of four items: Instructional Method (“computer-based instruction may force the instructional
designer to better organize and structure the learning material compared to traditional
11
classroom lecture” p.3); Control of learning pace (“Self-paced learning is probably a more
effective way to learn because the learner can move on to new material when the learner is
ready.”p.3); novelty - (learning improvements were higher for groups that used multimedia
for four weeks or less, but the learning advantage tailed off fairly strongly after eight weeks);
hypermedia environment for learning. When identifying the specific learning advantages of
1. Printed knowledge is inherently linear and often has arbitrary ordering forced on it by
the print medium. Hypermedia systems eliminate such constraints in the presentation
of information, allowing users to browse more freely through a data structure.
2. Links between and among concepts enable semantically and logically related
information to be tied together in conceptual webs. Using this representational
architecture allows hypermedia systems to mirror some of the associational power of
human memory.
3. Linear information systems support only part of the potential web of interconnections
since authors choose which interconnections to present based on a hypothetical
typical user. Since the prior knowledge, experiences, and learning style of all potential
readers are idiosyncratic, many users fail to adequately transfer desired information
into their cognitive structures. Hypermedia, on the other hand, holds the potential for
users to access tools by which they can construct personalized transitions between the
information to be accessed and their cognitive structure. This feature has the potential
for individualizing the information environment.
that “Using a student-controlled medium for learning activates the strategies necessary for
self-evaluation and cognitive augmentation. When students are in control of their own
learning, more meaningful information is accessed and internalized, and more relevant
strategies to attain this information are used in the process strategies that are consistent with
within the multimedia environment, two studies, Bermudez, A.B. and Palumbo, D. (1994)
and Rogers and Scaife (1998), both looked at what types of interactivity best support engaged
learning. They suggested that although interactivity is the key, the technology must be put to
12
good use by enabling the learner to understand concepts, reflect on and integrate different
kinds of knowledge. Bermudez and Palumba investigated the opportunities for knowledge
construction within a hypermedia environment. They felt, “It is not sufficient to present
information on a computer screen and assume that this will be accurately, adequately, and
completely transferred to the knowledge base of the learner. Even multiple modes of
issue of knowledge transfer will be key.” Bermudez and Palumba’s study showed that
interactivity was the key to the knowledge transfer and specifically, a constructivist
environment where the user not only browses information but also has the ability to build
additional nodes and links. Their ideal hypermedia learning environment would go beyond
user connects information to other nodes, adds additional information and even questions or
Rogers and Scaife (1998) decided it was not enough to look at interactivity as the
“physical activities on the interface” also; they wanted to get at the “cognitive interplay
between internal and external representations that arise in the different settings”. Like
Bermudez and Palumba they studied how multimedia environments allowed the integration
of representations of the same and different material. In the Rogers and Scaife (1998) study,
8 primary teachers were asked to review two CD’s on the same topic but with different levels
of interactivity. They used a focus group discussion to identify the interactivities within the
software that the teachers felt supported teaching goals. What the teachers wanted from
interactivities was “purposeful activities that enable the learners to solve problems, reflect,
imagine and create” (p.6). The researchers identified how specific interactivities support
• Creativity and combinability: The interactivity should allow the learner create new
content by combining different media. Here the goal is for the user to construct new
representations as a way of understanding the concepts presented. (p.7)
Interactivity isn’t the only attribute of multimedia that shows promise for helping
people learn. Tan, E., Lim, L.H., & Khoo S.C. (1997) looked at how to design multimedia
instruction so that it has the ability to support redundant and relevant relationships
(Pettersson, 1993 in Tan et.al 1997) which have proven to aid in the learning process because
information is provided and supported by more than one sense rather than sound, text, or
graphics alone. However, Najjar, L.J. (1996) said that “Redundant multimedia does not
always improve learning compared to "monomedia” while at the same time he identified
• When Media Support Dual Coding of Information - Learning is better when the
information is referentially processed through two channels than when the
information is processed through only one channel. Referential processing may
produce this additive effect because the learner creates more cognitive paths that can
be followed to retrieve the information.
• When Media are presented to learners with Low Prior Knowledge or Aptitude in the
Domain being learned. Mayer (1993) believes that this is because the multimedia
helps low domain knowledge learners to connect the new knowledge to prior
knowledge or, for learning systems such as a bicycle pump, to build a cognitive model
of the system. The results of these studies suggest that multimedia is most effective
for people with low prior knowledge or aptitude in the domain being learned. This
may be because experts already have a cognitive model and large amounts of
information for new knowledge to connect to, but novices do not. Alternatively,
novices may not know which information is important and on which information they
should focus their attention.
Redundant multimedia has a definite role to play when meeting the special needs of
second language learners. Al-Seghayer (2001) identified several studies that support the idea
14
that second language learners learn more quickly when words are coded dually – perhaps
because more paths for retrieval are provided and two types of recall are in the memory.
hypothesis made about the meaning of a word”. To explain the value and effect of
multimedia in language learning, Al-Seghayer went to Mayer (1997) who in turn leaned on
Wittrock’s generative theory and Pavio’s dual coding theory. The generative theory suggests
learners of a second language have 2 separate verbal systems and one common imagery
system while the dual-coding (Paivo, 1971) is based on the assumption that memory and
cognition are served in two separate systems, one specialized for dealing with verbal
information, such as printed words and the other for nonverbal information, such as pictures
or objects. (p.205). In Al-Seghayer’s study, second language learning with words and pictures
versus words and video were compared. Although he discovered video and words provided
the best results, a general summary from the study stated that multimedia performs dual-
coding excellently, “computerized methods for glossing words are superior to text-based
methods because they aren’t as intrusive, can be retrieved immediately and when not in use,
they don’t stop the flow of reading.” Al-Sehayer goes on to say that “The computer’s
capacity to control and orchestrate various modalities/media (e.g., static pictures, sound,
animation, video) while affording critical human interaction features such as reader control,
immediacy of access and absence of interruptions, has not been attainable through any other
comprehension and retention of concepts. Graphics, sound, animation, and other forms of
information transfer that simulate real-life situations are possible with hypermedia. Activities
software for use in a classroom setting. By knowing what affects the learning within a
multimedia product, one can discern ways to assess whether a product will be a useful
learning tool. But evaluation of a multimedia product must go beyond its ability to provide
interactivity and support learning. The most important items that studies into educational
A.H.S. in the study, “Courseware Evaluation and Review Tool (CERT)”, produced an
evaluation key that went beyond the evaluation ‘check list’ approach. CERT specifically
design) of the software that includes learner activities – different types of involvement and
activities that “stimulate students into thinking and employing the higher order cognitive
skills which foster deep as opposed to surface learning” p.8. Two other areas that are
assessed within the learning framework are feedback where it is expected the type of
feedback provided the learner will be both “encouraging” and “motivating”. And secondly,
the software should communicate to the learner if learning has been achieved, usually
CERT also looks at design issues and “how they support the provision of a
stimulating and productive learning tool” p.9. Not only does CERT assess “Attention”, the
use of good screen design, colour, highlights and user control of the software environment,
but CERT also investigates the motivational issues within the software:
• autonomy i.e. can the learner use the software without help.
16
In his article, Judging the Usefulness of Courseware, John Edwards (1993) reported
Houston at Clear Lake). Their paper identified the following 10 user Interface dimensions:
Ease of Use- The reviewer must judge how a user would interact with the courseware.
(Difficult to Easy)
Navigation – The reviewer must judge whether the navigation allows the user to move
through the courseware and that the user knows how to get to another
part of the courseware.
Mapping – The reviewer must judge how well the user will know how much of the
courseware they have visited and how much is left to visit. (None to
Powerful)
Screen Design – The reviewer must be satisfied that the screen is “pleasing” to use.
This will mean judge text, icons, graphics, colours, etc. and will be ver
subjective. (Unbalanced to Balanced).
Level of Material – The review must try and ascertain that the information presented
is suitable for the user’s current understanding of the subject.
(Incompatible to Compatible)
Information Presentation – The reviewer must judge whether the information the
information is presented in an understandable form: will the user be able
to comprehend, understand, and learn from the information presented
(obtuse to Clear).
Media Integration – If different media are used, the reviewer must judge whether they
are well combined in the courseware and have not been used gratuitously
(Un co-ordinated to co-ordinated)
Aesthetics – In addition to screen design, the reviewer must judge how the courseware
looks and “feels” overall. (displeasing to pleasing)
Overall Functionality – The review must judge how useful the courseware is to the
intended user. (Not useful to Useful)
(1998), used both Durham University and a model by Phil Race (1993) as a basis for her
guidelines. “Phil Race’s model describes the process of learning as requiring an individual to
• Digestion relates to the way the students can make the material their own.
• Usability or the level at which a student is able to work through the package
without help, in terms of on-line feedback and support
• Pedagogy and the quality of the approach adopted by the package and how it
encourages quality in learning through, for example, the use of assessment.
• Layout and the stylistic presentation of the material within the package.
Nielsen (1990) addresses five usability parameters that are directly related to
cognitive load. These include the ease with which the operation of the hypermedia system is
learned, how efficiently the system can be used once the user has learned its effective
operational structure, how easily the operation of the system is remembered from one
interaction to the next, the number and cost of errors associated with system operation, and
Searching the “Rule of Thirds” in Google, revealed over 20 websites that claim to
teach the Rule of Thirds. Interestingly, many of the sites talked about the Rule of Thirds but
not from a photography standpoint. Graphics, quilting, video, painting and PowerPoint were
just some of the other angles on the Rule of Thirds discovered. A general overview of the
Photography Rule of Thirds websites was, quite frankly, disappointing. I expected more
interactivity, given the opportunity for interactivity that the web affords. Most of the sites
Table #2 – Examples of Text, Photos & Photos/Text on the “Rule of Thirds” Websites
TEXT ONLY MOSTLY PHOTOS PHOTOS & TEXT
Image 24
Image 22 Image 23
http://johnlind.tripod.com/art/
http://www.fodors.com/focus artruleofthirds.html
http://www.betterphoto.com/explori
/display.cgi?aid=49
ng/tips/thirds.asp
The websites that were the most bizarre for me were the ones that either were 80%
text or more or those sites that only showed photos. I guess one could surmise that the ‘only
understanding of the Rule of Thirds by reviewing photos that follow it or perhaps they follow
19
the adage, “A picture is worth a thousand words”. By just showing images that follow the
rule of thirds and not providing any discussion, these sites, in my view, take a risk. Can they
be sure that the representations chosen to present the rule are enough for understanding? The
other reason for such photo-rich/text-poor sites may be that they are merely teacher support
sites and targeted for use in classrooms where the teacher ‘fills in the gaps’. As for the text
only sites, they may not believe in the concept that there are different types of learners.
One website merely had a Rule of Thirds Field Assignment but no supporting
information on the topic – clearly, the web, for this instructor, is a ‘holding’ ground for
Some of the websites go beyond the Rule of Thirds to discuss other compositional
techniques
Image 25
Image 25
http://www.wildthingsphoto.com/tips/ http://www.silverlight.co.uk/tutorials/compose_expose/
composition/thirds.htm thirds.html
Image 26
http://www.arstechnica.com/ Image 27
wankerdesk/01q3/photo/photoart-1.html
http://tlc.ousd.k12.ca.us/~acody/digi4.html
None of the more conventional photography web sites seem to encourage interaction
or collaboration. I thought I might find “Chat with a Pro Photographer” opportunities or even
an “Email me your Rule of Thirds photos” but there was no such offering.
In order “to teach” the Rule of Thirds, most sites just walked through the rule
explaining how a photo that follows the Rule of Thirds looks. Some websites added either a
20
grid or markings on the photos to help the learner envision the Rule of Thirds and how it
Image 29
http://website.lineone.net/~peter.saw/ctutor/
cmpsitn5.htm
Image 28
http://tlc.ousd.k12.ca.us/~acody/digi4.html
composition ideas The way a photographer thinks and composes
photos
Image 31
Image 30 http://www.fieldandforest.com/tips/99poy/tips_composition.html
http://www.tribalcog.com/learn/5_minutes.html
A student is expected to read text, view photos and perhaps “click” or scroll to get
more information or the complete concept. Some of the websites provided photos of the
same subject composed in a way that does not follow the rule and then show how the photo
can be composed following the rule; while other sites show a photo without the Rule of
Thirds grid and the same photo with it. One site animated the Rule of Thirds and I found one
site that was using a discussion thread to critique photos where the Rule of Thirds was
Image 32
http://library.thinkquest.org/C0117285/positioning.htm
Image 33 Image 35
http://asp.photo.free.fr/Composition/
photoProgramCompClass31.shtml http://offstone.com/photo/ …. search for “Rule
of Thirds”
Image 34
http://7hcc.tripod.com/technical/composition/rothirds/
rothirds.htm
22
METHODOLOGY
In order to satisfy the study criteria, it was important to set up situations to discover
(1) WHAT students are learning about the Rule of Thirds and photography in general; and (2)
HOW students learn about the Rule of Thirds using this technology. As well, the developers
wanted to receive genuine feedback from students and teachers about the product they had
created and how it could be improved. I used a variety of activities to capture evidence for
analysis of the research questions including showing the software at three different
conferences where many teachers reviewed the software and provided suggestions for
improvement.
For the classroom trials, I mostly used year 1 Communication Technology students, I
also thought that having the year 2 students review the software and learn about the rule of
thirds would be useful too. Before I could actually observe the students though, I had to
decide what I was looking for. Since a greater part of this study wanted to discover if the
software ‘engaged’ the student, I felt my observations should focus on ‘engagement’. Based
on my review of literature, I devised the following list of activities that would indicate to me
when the student is engaged with the software and hopefully, the learning:
• Using the “more” button on the pages when s/he didn’t have to.
• Using the “try another” button rather than just proceeding through the
software.
• Interacting with the photos - View center; view thirds; yellow interact buttons.
• Length of time in the program or the amount of time the students stay on a
screen.
I also had to discover whether or not the software had ‘taught’ the students anything and if so,
what. Luckily, the software includes several ways of ‘testing’ learning which are included in
the Teacher Resource area. There are Comprehension tests, Vocabulary tests and 3 different
23
assignments. I felt these would suffice in demonstrating the learning that resulted from the
software.
Basically, the Year One students went through a “Rule of Thirds” learning unit which
started with using the Rule of Thirds software and ended with an assignment where they had
to take their own rule of thirds software using single lens reflex cameras. Prior to using the
software, I asked the students if any of them knew the Rule of Thirds; as expected none of
them had heard of it. If a student had known about the rule, then I would have given him a
pre-test. The students used the software in a computer lab that I ‘rigged’ with several
cameras. I had one camera capturing the entire classroom and as many students’ faces as
possible as they proceeded through the software. I also had two computers attached to a
camera which captured their screen activity so that an assessment could be made about where
the students went in the software, how long they stayed on a screen, and what
Once the students completed the software, they went to a classroom where they
completed a comprehension on the Rule of Thirds test (See Appendix 6 for the
Comprehension Test). They also wrote a Vocabulary test that I felt could be followed up in
their English class (See Appendix 5 for the Vocabulary Test). We then discussed the Rule of
Thirds using a variety of photos and they received two photography assignments: (1) which
required that they critique photos from a variety of sources with respect to the Rule of Thirds
and (2) the students were expected to shoot photos in the field satisfying the Rule of Thirds.
(See Appendices 3 and 4 for the Assignments). In class the following week, we reviewed
their “critique” photos before they handed in that part of the assignment and I asked that they
‘prove’ their rule of thirds photos by using tracing paper cut to the size of the photo and
drawing a grid on the tracing paper as well as circling the focal point of the photo.
The Rule of Thirds CD was also distributed to Year One Visual Communication
classes around the Higher Colleges System. In all, three other classes used the software and
24
provided feedback via questionnaires. I also made the product available to English classes
throughout Dubai Men’s College. Any class that used the software in an English class was
The Year Two Communication Technology students at Dubai Men’s College went
through the software during a multimedia class. They were asked to review the software both
from a content angle as well as from a multimedia learning tool aspect. After they had
reviewed the software, they completed a survey and then we sat as a class and assessed the
software in a focus group-like setting. I videotaped the students as they used the software as
responded well to the Rule of Thirds Module they participated in – however, there has not
really been any part of the visual communication course that the students haven’t got fully
involved in. They had worked a bit in a Media Production Interactive CD-ROM so they were
familiar with computer-based learning and therefore, had no problem with the concept of
using a computer program to aid their learning. Before they began, I told the students the
software that they were using had never been used by students so if they had a problem with
any of the text on the screen or directions, they should ask me for clarification; I also made it
clear to the three students on the laptop computers that their actions within the computer
(mouse movements, clicking, dragging, etc) were being recorded as I felt it would be
unethical to do otherwise.
Within 5 minutes of starting into the program, the computer lab got very quiet and
stayed that way for almost 30 minutes. Two students in the group were not interested in the
software – this was apparent from start. I didn’t realize how much they were ‘not into it’ until
I viewed the video of the class since I left the room right at the beginning of the exercise to
minimize distractions and biasness. When I returned to the room, I noticed one of these
students stayed on the same screen for long periods of time, erratically clicking buttons and
looking around at the others. As the others proceeded through to different sections he stayed
in the first section. One of the two students turned out to be very poor in English so perhaps
a program that is laden with English words turned him off. The other student, who was a top
English student, must have had other reasons for not proceeding through the software.
26
How the Students Learned
Earlier in this section, I identified what I thought “engagement” would look like when
the students were using the product. I have placed a video further explaining these principles
at: http://www.newmediaworkshops.com/listerportfolio/video/videos.html#VideoResearch
Example of Engagement
Using the more button on the pages with more text than
one screenful.
One other way, I felt I could ‘prove’ engagement was if the students wanted to use the
product another time. I left the software available on the desktop of all the lab computers so
the students could have access the software anytime for the rest of the semester –
unfortunately, I did not monitor how many times they used the program in these labs. I had
one student ask specifically to review the software towards the end of the semester.
After going through the software, the students received a Vocabulary test (see
Appendix 5). The English teachers who aided in the development of the Rule of Thirds
identified 70 new words within the software. The Vocabulary Test asked that the students
match the definition for sixteen words. For the most part the students performed poorly in the
vocabulary test with not one student of the 11 getting a perfect score. The average score of
the students was 9 out of 16. The words with the least number of errors amongst all the
students were: shadow, surroundings, background and balance. The words that most students
27
found difficult were: follow (7 students chose wrong answer); emphasize (9 students chose
wrong answer); complementary (7 students chose wrong answer); attract (6 students chose
wrong answer); intrigue (10 students chose wrong answer); and horizontal (7 students chose
wrong answer). The words in the test were used at least 7 times throughout the product and
Realizing the vocabulary test occurred directly after completion of the product, one
would expect the students’ retention to be at its best yet they did not do very well. I feel it is
fair to conclude the students didn’t ‘learn’ the new words as a result of the product.
However, the product could still be a useful step for the students on the way to learning the
new vocabulary.
The next step for the students was the comprehension test (see Appendix 3 and 4).
This test required that the students assess three different photos as to whether or not they
followed the Rule of Thirds and whether the photos were good or not. In general the students
performed well in this test with 8 of the 11 students correctly identifying at least two of the
photos correctly with 6 students receiving perfect scores. When the comprehension test asked
specifically for the students to prove their answer, I was expecting either a written description
about how the photo followed or didn’t follow the rule of thirds or in the least, I thought the
students would draw a grid on the photo. In the Year One group six of the 11 students drew
grids on the photos with two students even identifying the centre point and focal point as it is
demonstrated in the software. All but one of the students who drew the grid lines chose the
correct photos. In the Year 2 group of students only one student drew grids and he was one
Some of the students surprised me with the spacing in the grids. In image #35 below
you see where a student correctly states that the photo follows the rule of thirds but the grid
he draws is clearly not in thirds. For comparison sake, I have included other students’ answer
Image 35
Image 36
Image 37
Image 38
29
Image 39/40
Image 41
Image 42
30
Image 43
Image 44
Image 45
In the Comprehension test, the students were asked to explain “Why is the
composition good or bad in your opinion”. The students had to answer this question for each
of the three photos in the comprehension test: The range of students’ answers is shown in
Table #8 – although you can see some of their answers in Table 7 above, the table below
Year How student answered “Why is the composition good or bad in your opinion?
Year 1 It’s good because the tree is showing in focus and the depth of field is okay for this
picture
Year 1 The tree is on the third place it shows good position
Year 1 The small mountain and the hill are meeting in one line
** Year 1 This picture has two horizontal lines that force you to look at the hill and then what’s
under the tree.
Year 1 The subject isn’t placed in the middle there is enough space to show the surroundings
of the tree
Year 1 It’s good because it has the rule of three’s
**The correct answer to this question would be close to this answer.
The students then had an assignment based on the Rule of Thirds. They had to find
magazine, newspaper or their friends’ photos that satisfied the rule of thirds as well as photos
that didn’t. Using guiding questions within the assignment document, the student critiqued
The cup was in the middle. After I cut a part on the right the cup came to the third rule.
I have to cut the left part of the picture and I put the head of the building in the third
rule on the left.
32
The jogger is placed in the lower left position – so you are interested in where she is
going to not where she came from.
I wouldn’t give much details of where the jogger is heading to.
You can see the drop show out. It’s smaller than the lemon.
We will chose the holl lemon piece for the focal point. The photo will not be attractive
than it now.
33
This photo should not follow the rule of thirds because the tree is very big and it will
not be attractive if we put it in a rule of third because we will crop the holl tree.
This photo is special because of the colour and we can find that there is two focal point.
So we can remove one of them or not so its maltly rule of thirds.
It will lose many attractive things like shapes, lines and colour which are very
attractive.
The focal point in this photo is the two people sitting at the computer. The person
standing at the right is distracting, the colours of his clothes also are. There is plenty of room
at the top left side which is unnecessary, so it would be better if it’s cropped.
After cropping the picture I have now two subject on the right and left of the picture
which makes the picture balanced. After cropping the picture the object is on the left side
following the rule of thirds which makes it more attractive and colourful.
I cropped the right side of the photo because to make it more appealing to the eye, because as
you can see there is a reflections and I didn’t show where the reflection (light) came from and
exposed the shadow.
35
The face of the boy grabbing the rope with his teeth is the centre of the interest and lies
in the centre of the photo. This shot is a close up so it would be preferable that its in the
middle, also the background is blurry and a distraction factor, so if the boy was on one of
thirds, we would have more details of the background in which we don’t need.
(Here the student was answering a question about which photos SHOULD NOT use the
rule of thirds)
Lastly, the students shot their own rule of thirds photos. Part of the assignment
required that they draw a grid using tracing paper on their own photos to prove whether the
photo followed the rule of thirds. The students also identified the focal point. Here are
Towards the end of the year, this same group compiled a Photography Concepts
Booklet in English and the Rule of Thirds was one of the 12 terms they had to explain and
show an example. Here are some examples from their English booklet:
38
39
40
The second year Communication Technology Students at Dubai Men’s college
reviewed the software in a multimedia class. They also were very quiet as they reviewed the
software but I could only allow 20 minutes for review due to scheduling conflicts. I found
that this group in general was more exploratory with the software, clicking on buttons,
listening to the audio, but less focused on the content. This is reflected in their poor scores on
Lastly, any class that reviewed the software was asked to complete a questionnaire. It
is available on the internet from the software itself but most students completed a hard-copy
questionnaire (see Appendix 7). Besides rating various parts of the software using a scale
they ‘check-off’ most students also provided comments to the fill-in questions on the survey.
Table #10 shows a sampling of responses for each question while Table #11 shows some of
Year 2 • It is interesting because we can see nice picture and the route through the
software was easy.
• It is ready to teach student about the rules of photography
• It’s the first software that I have seen that teach photography
• I liked the pictures presented
• Pictures helped in learning
• I liked the analysis of photos, as if we recomposing the photos again.
• Add more photos
Table #11 shows some of the problem areas discovered within the interface by
reviewing the students’ computer actions on video. One problem that could not be identified
through watching videos was the need for a “back-button”. We introduced our product to the
Higher Colleges Faculty at a conference and it was evident from the feedback that a back
button was necessary. The students also mentioned quite readily that there was no way to go
back to screen for review or just for fun. We have now added a back button and a menu
system to allow easy access to all parts of the software, if you are not a new-user.
43
Table #11 - Interface Problem Areas
Too Prescriptive
Adrich, F, Rogers, Y. & Scaife M. (1998). Getting to grips with “interactivity”: helping
Alexander, S. (1995). Teaching and Learning on the World Wide Web. Institute for
Acquisition: A Comparative Study. Language Learning & Technology, v(5), i(1), pp.
202-232.
Arends, R. (2001). Learning to Teach (5th ed.). New York, NY: McGraw –Hill Higher
Education.
Bermudez, A.B., Palumbo, D. (1994). Bridging the Gap Between Literacy and Technology:
Hypermedia as a Learning Tool for limited English proficient Students. The Journal
Bratina T. A., Hayes D., Blumsack, S. L. (2002). Preparing Teachers To Use Learning
from http://ts.mivu.org/default.asp?show=article&id=961
Coall, D. (2002). Use of an interactive CD-ROM as a learning resource and its effect on
http://www.ltss.bris.ac.uk/i15a9.htm
45
Ellis, T. J. (2001). Multimedia Enhanced Educational Products as a Tool to Promote Critical
Geisman, J. (2001). If You Build It, Will They Come? Overcoming Human Obstacles to E-
http://www.learningcircuits.org/2001/mar2001/elearn.html
Hannay, L., & Seller, W. (1990). The influence of teachers? thinking on curriculum
development decisions. In Day, C., Pope, M., and Denicolo, P. (Eds.), Insights into
teachers' thinking and practice. pp. 240-258. Lewes, England: Falmer Press.
http://www.icbl.hw.ac.uk/ltdi/implementing-it/choosing.htm
http://research.haifa.ac.il/~jmjaffe/Dissert/LitRev.html.
Jones, B., Valdez, G., Nowakowski, J. & Rasmussen, C. (1995). Plugging In: Choosing and
http://www.ncrel.org/sdrs/edtalk/toc.htm
Kuomi, J., Daniels, J. (1995). Case study: Audio-guided learning, with computer graphics.
Meyen, E. L., Tangen, P., Lian, C. (1999). Developing Online Instruction: Partnerships
http://imej.wfu.edu/articles/2000/2/05/index.asp
Najjar, L.J. (1996). Multimedia information and learning. Journal of Educational Multimedia
Neilson, J. (1994) Ten Usability Heuristics retrieved May 20, 2003 from
http://www.useit.com/papers/heuristic/heuristic_list.html
Nicholson, A.H.S. (1997) CERT: A courseware evaluation and Review Tool Published by
http://www.business.ltsn.ac.uk/cti/cert/cert_www.pdf
Nunes, J. M., McPherson, M., Rico, M. (2001). Constructivist Instructional Design and
Roschelle, J. M.; Pea, R. D.; Hoadley, C. M.; Gordin, D. N.; Means, B. M. (2000). Changing
How and What Children Learn in School with Computer-Based Technologies. The
Stamm, R., Howlett, B., (2002). Effective Course Content by Design. Michigan Virtual
show=article&id=937
Tan, E., Lim, L.H., & Khoo S.C. (1997) A Conceptual Framework on the Evaluation of
p185.
Trautwein, Ulrich; Werner, Steffen. (2001). Old Paintings, New Technology; Does
The following is a list of sites reviewed for the “How is the Rule of Thirds being taught” section:
http://www.kodak.com/eknec/PageQuerier.jhtml?pq-path=332/394&pq-locale=en_US
http://tlc.ousd.k12.ca.us/~acody/digi4.html - interactive example
http://www.scphoto.com/Notes/Day_4/sld002.htm - powerpoint example
http://www.bluebirdmeadows.com/Rule-Of-Thirds.htm - like the kodak site only one page though
http://www.aea1.k12.ia.us/lois/ruleofthirds.html - like Kodak
http://www.fieldandforest.com/tips/99poy/tips_composition.html - like kodak
http://www.thephotopages.com/classes/ruleofthirds.html - like Kodak
http://johnlind.tripod.com/art/artruleofthirds.html - like Kodak, covers all basis – one page
http://members.tripod.com/~flornella2/HowToWrite4.html - ROT in the story writing world
http://csciwww.etsu.edu/highfill/artPerspective/composition/ruleOfThirds/default.htm - from a graphics
viewpoint
http://www.fodors.com/focus/display.cgi?aid=49 – mostly text
http://www.calstatela.edu/centers/cetl/fitsc/tutorial/CreatingEffectivePowerPointPresentations/sld049.htm ROT
in ppt
http://website.lineone.net/~peter.saw/ctutor/cmpsitn5.htm - gets into the golden section – technical
presentation
http://www.geocities.com/Yosemite/Trails/5633/tips4.html - looks at both sides of ROT
http://www.psppower.com/2002may/crop2.htm - teaching the ROT when teaching how to crop in a graphics
program.
http://www.azuswebworks.com/photography/ph_comp.html - bad example
http://www.tribalcog.com/learn/5_minutes.html - travel site – etools for travellers
http://desktoppub.about.com/library/weekly/aa052301e-thirdscentergrids.htm - in desktop publishing
http://www.getty.edu/artsednet/hm/Sep00/0684.html - a discussion in a newgroup or chat area
http://www.videoccasions-nw.com/voshoot.html - ROT in video
http://ls.berkeley.edu/~shiffrar/photog/ - ROT for web developers
http://7hcc.tripod.com/technical/composition/rothirds/rothirds.htm - shows comparisons
http://www.usatoday.com/life/cyber/ccarch/2002/04/24/fischer-dv.htm ROT in video
http://www.ptialaska.net/~rcoghill/proportions.html - ROT in quilting
http://cybercollege.com/comp_ex.htm - ROT in painting
http://library.thinkquest.org/C0117285/positioning.htm - a little animation, a webquest.
http://groups.yahoo.com/group/amateurphotographyclub/ - photography yahoo groups
http://bubl.ac.uk/org/tacit/tac/tac12/greatpho.htm - oops, Golden Proportions
http://mrcaines.tripod.com/gr10photoass3.html - Rule of Thirds photography assignment
http://www.imagedancer.com/composing_pictures_tips.htm
http://offstone.com/photo/showthread.php?
s=16eaa97bafc25e57018db00deeafb4ac&threadid=746&highlight=rule+of+thirds
http://www.silverlight.co.uk/tutorials/compose_expose/thirds.html - another site
http://www.plantea.com/garden-photos-thirds.htm - with garden shots
http://www.arstechnica.com/wankerdesk/01q3/photo/photoart-1.html - more of the same with
comparisons
http://www.betterphoto.com/exploring/tips/thirds.asp - mostly photos.
49
Glossary
Purpose
You will further develop your “language of composition” and image critiquing skills. You
will apply the Rule of Thirds to images and create new compositions that follow the rule from
images that originally did not. You will analyse why the Rule of Thirds helps some photos
present their ‘story’ better and try to explain using examples that the Rule of Thirds does not
ALWAYS suit the subject matter or photo composition.
Task
Review photos from magazines, books or web photo galleries. Critique the photo’s
composition taking into account whether or not the Rule of Thirds is followed or not. Then
review prints from either your own photography collection or a friends. Find photos that do
not follow the rule of thirds and discuss their composition and focal points. Are the photos
well composed or not? Take a photo that does not follow the rule of thirds and “crop” it so
that it does follow the rule. What is gained? What is lost?
Process
1. Review a photography magazine, book or web photo gallery. Find three photos that
follow the Rule of Thirds. Photocopy the images, scan them or download them,
noting the source.
2. On the page supplied, and for each photo, explain why you think the photographer
followed the Rule of Thirds – how does the rule help the composition of the photo?
In the Rule of Thirds software, for example, the following photos and explanations
were given:
3. Provide a sketch of the photo showing how it follows the Rule of Thirds. Review your
photograph collection or your friend’s and find three photos…one that does not
follow the rule of thirds but looks good and then two that DO NOT follow the Rule of
Thirds (these must be 3x5 or larger prints) and could be improved upon.
4. Using the first photo, critique the composition of the photo and explain why the Rule
of Thirds would ruin the photo.
5. Next, you will change the final two photos, so to preserve the originals, either make a
photocopy or scan the photo into the computer.
6. Using your copy of the last two photos, draw a box on the image and show how you
can crop the photo to make it follow the rule of thirds.
52
7. Explain in the space provided, why the composition is better by following the rule of
thirds. Here are a few explanations provided in the Rule of Thirds software:
Deliverables
• 3 copies of photos showing how they follow the Rule Thirds. Include the
source of each photo.
• Critique Sheet (see attached) where a critique of each photo discussing its
composition, especially in relation to the Rule of Thirds, is provided.
• 3 prints of your own photos or a friend’s
• photocopy or scanned image of two prints showing how the photo could be
cropped to make it follow the Rule of Thirds.
• Critique Sheet with explanation for each of the prints.
Assessment:
Mark Your
Mark
Completeness and accuracy of task. 3
Do the selected photos meet the criteria? 4
Does the student use effective “language of composition” in the critiques? 3
Content of critiques – is it thoughtful, interesting, does it show an understanding of the Rule of Thirds? 7
Professional Practice (“state” of deliverables, spelling, punctuality, care of equipment, working attitude, 3
is the work complete?)
TOTAL 20
53
CRITIQUE SHEET (page 1 of 2)
PHOTO #1 – A Photo from a Magazine, Web Photo Gallery, etc that follows the Rule of Thirds.
Source:________________________________
What is the focal point?
What would happen if the focal point were in the centre of the photo or other elements of the photo DID NOT
follow the Rule of Thirds?
Provide a sketch that shows how the photo follows the Rule of Thirds.
PHOTO #2 – A Photo from a Magazine, Web Photo Gallery, etc that follows the Rule of Thirds.
Source:________________________________
What is the focal point?
What would happen if the focal point were in the centre of the photo or other elements of the photo DID NOT
follow the Rule of Thirds?
Provide a sketch that shows how the photo follows the Rule of Thirds.
PHOTO #3 – A Photo from a Magazine, Web Photo Gallery, etc that follows the Rule of Thirds.
Source:________________________________
What is the focal point?
What would happen if the focal point were in the centre of the photo or other elements of the photo DID NOT
follow the Rule of Thirds?
Provide a sketch that shows how the photo follows the Rule of Thirds.
54
PHOTO #4 – A photo from your collection (or a Friend’s) which DOES NOT follow the Rule of Thirds but
looks good as is!
Explain why the photo should not follow the Rule of Thirds and is attractive just as it is and what would happen
if you did make the photo follow the Rule of Thirds.
PHOTO #5 – A photo from your collection (or a Friend’s) which DOES NOT follow the Rule of Thirds but
would be better if it did.
Show a copy of the original photo and how you would crop it to make the photo follow the Rule of Thirds.
Why would making the photo follow the rule of Thirds create a better photo? (Hint…it is NOT because it
follows the Rule of Thirds! There must be compositional reasons for following the rule..how do you make the
photo’s imagery stronger by forcing the Rule on it?)
PHOTO #6 – A photo from your collection (or a Friend’s) which DOES NOT follow the Rule of Thirds but
would be better if it did.
Show a copy of the original photo and how you would crop it to make the photo follow the Rule of Thirds.
Why would making the photo follow the rule of Thirds create a better photo? (Hint…it is NOT because it
follows the Rule of Thirds! There must be compositional reasons for following the rule..how do you make the
photo’s imagery stronger by forcing the Rule on it?)
Task:
Shoot 24 photos following the Rule of Thirds. Log the shutter speed and aperture of all your
photos using the attached “Log Sheet”. Have the film developed and then choose 7 photos to
highlight either on a photo gallery website or using photo sleeves. Provide technical details
and a critique or reflection statement about the photos you chose.
Process:
PART ONE -
1. Load your camera and prepare to shoot the film of 24 shots in DAYLIGHT.
2. Take TWO photos of each subject you decide to photograph; therefore you will have
only 12 different subjects in your roll of 24. Each photo must be properly exposed and must
follow the rule of Thirds.
3. At least 6 of your photos must cover the following subjects:
• A child’s eye view
• A bird’s eye view
• A close up
• A long shot
• A landscape shot
• A shot with people or just one person in it.
4. After you take the first photo, your second photo must be of the same subject and
MUST follow the Rule of Thirds…but you must change OMETHING…theamera angle, the
orientation (horizontal/vertical), the shutter speed, the aperture – but remember, it must be
properly exposed!
5. LOG ALL PHOTOs! (see the attached log sheet).
6. Hand in your film for developing so that it is ready for:_________________
7.
(next page)
56
Process (continued):
PART TWO -
8. After you have received you developed photos, choose 7 photos to highlight.
9. Place the seven photos in a photo sleeve (or on a gallery website). Provide technical
details about each photo – Aperture, Shutter Speed, Film ISO, Type of Film and give each
photo a Title.
10. On a separate paper, explain how each photo follows the Rule of Thirds and what
following the Rule does for the photo. Discuss what you like about the photo and anything
you would do differently next time.
11. Provide a short reflection statement about the entire assignment.
Hints:
• Remember good photographers don’t just point and click. They THINK about
what they are going to take a photograph and then move the camera (or themselves or
BOTH!) until the BEST shot is composed within the viewfinder.
• Think about balance, colour, leading lines, good framing,
background/foreground – just some of the compositional techniques presented in the
software.
• Have Fun! Enjoy the world through the viewfinder.
Deliverables:
You must hand in:
• One film of 24 photographs which you took during the daylight.
• One log sheet containing information for each photo shot
• 7 photos selected from the 24 which are displayed in a suitable format
complete with technical information about each.
• A document where you provide an explanation of each of the seven
highlighted photos (see #9 above)
• A reflection statement where you talk about your experiences while doing this
assignment (at least 6 sentences).
Assessment:
Mark Your
Mark
Exposure and Focus on all 24 photos 3
Completeness and accuracy of Log Sheet 3
Required Subjects shot? Creativity, originality 4
57
Single Lens Reflex Film Log Sheet
DATE:______________ FILM (type, ISO):____________________ NAME:
Comments
Description (what is in the shot; Shutter
SHOT # Aperture (Your reason for taking the photo, what you
where is it taken, time of day, etc.) Speed
were trying to accomplish, etc)
Definitions
A. (noun) roughness or smoothness of a material
B. (verb) understand and enjoy the good qualities of
C. (noun) dark area caused by an object blocking the light
D. (adj) full of power and activity
E. (noun) an arrangement of lines, shapes or colours
F. (adj) going from side to side
G. (verb) catch or pull
H. (noun) a weight on one side equals a weight on the other side
I. (verb) look at something carefully and ask about its nature
J. (verb) understand and enjoy the good qualities of
K. (adj) going straight up at a 90% angle with the ground
L. (adj) a straight line joining two opposite corners
M. (noun) interest, mystery
N. (noun) the scenery behind the main object
O. (verb) look for a long time
P. (adj) goes well together with something else
Q. (verb) obey
R. (adj) producing something new and original
S. (verb) show that something is important
T. (noun) things nearby or the area around
59
The Rule of Thirds in Photography
Vocabulary Quiz –
page 2
Place the definition from the first page into the box beside the appropriate word.
Attract
Balance
Diagonal
Follow
Pattern
Surroundings
Vertical
Investigate
Background
Complementary
Emphasize
Intrigue
Shadow
Texture
Horizontal
Stare
60
The Rule of Thirds in Photography Comprehension Test
NAME____________
1. Does this photo follow the Rule of
Thirds? Circle YES or NO.
2. Show how you can prove whether the photo
follows the rule or not.
3. Why is it a good or bad photo in your
opinion?
1. Does this photo follow the Rule of Thirds? Circle YES or NO.
2. Show how you can prove whether the photo follows the rule or not.
3. Why is it a good or bad photo in your opinion?
1. Does this photo follow the Rule of Thirds? Circle YES or NO.
2. Show how you can prove whether the photo follows the rule or not.
3. Why is it a good or bad photo in your opinion?
61
RULE OF THIRDS – MASTER STUDENT EVALUATION of the SOFTWARE
Read the statements below and select the amount of agreement you have
AGREEMENT
with the statement by selecting one of:
STRONGLY AGREE (SA) / AGREE A LITTLE (A) / NEITHER AGREE NOR DISAGREE SA A NA DA SD
(NA) / DISAGREE A LITTLE (DA) / STRONGLY DISAGREE (SD)
I knew very little about the rule of thirds before going through the software.
The software made me want to learn more about the Rule of Thirds
The software made me want to learn more about photo composition in general.
The information on the screen was easy to read and understand.
The product was good because it used photos from the United Arab Emirates.
The software was easy to get around in and go through the lessons.
The information was presented in an organized way.
This software had too many new words to learn.
Instructions, when given, were easy to understand
The content was interesting and challenging but achievable.
Graphics and screen layouts were pleasing to my eye.
Having completed the software, I feel I REALLY know about the Rule of Thirds
Having completed the software, I feel I will be better at composing photos.
At times, there were too many words on the screen
At times, it was hard to know how to go to next page
I found many pages allowed me to decide what I wanted to learn more about
The audio was an important part of the software
The information presented in the software is important to my studies.
I would like to learn another topic using software like this
Having completed the software, I want to learn more about: (choose as many answers as you like, or
none at all)
contrast other rules in shape Horizontal vs.
photography Vertical
composition camera angles use of line orientation
perspective balance depth of Rule of Thirds
field
62
The following is a list of activities and items within the product. To what extent
did these features help you learn within the software? 1-it helped me a lot / 5-it didn’t
help me at all
1 2 3 4 5 Rating System 1 2 3 4 5
Rating System 1-it helped me a lot
5-it didn’t help me at all
1-it helped me a lot
5-it didn’t help me at all
Panorama Rule of Thirds Buttons
What did you like least about the software or the learning experience?