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Implementation Plan

Implementation Plan
Masters of Science
Instructional Design and Technology
Advanced Instructional Design
(EDIT 6110 - 1)
Dr. Sherri Braxton-Lieber

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Implementation Plan
Module Overview and Description:

This is an introductory course in using application software (Dreamweaver) and html


in developing and maintaining web pages. As an introductory lesson, this module is
composed of 60 minutes module for high school learners. The delivery mode will be face to
face and caters to pupils who enroll in traditional secondary high school classroom with web
page development as a part of the curriculum to meet the basic requirements. The content
covers the basic introduction to web page development and the procedural activities include
both theory and practical applications. Students will learn the basic concepts of creating a
website.

Background:

As a result of the ever-increasing impact and influences that the Internet with its web
pages and websites are having on our lives, beyond a shadow of any doubt the practical skill
of making and maintaining websites are vital in modern industry and commerce. Web Page
development is a rapidly growing skill demanded by businesses, companies and industries
and it is imperative to harness an understanding of the scope and depth of what web page
development entails and how it contributes both to the academic environments and industries.
Therefore, it is essential to equip students with the skills necessary to develop and maintain a
web page in order to cater to their individual needs as well as foster and promote an interest
in a career in web design.

Learner Analysis:
Morrison, Ross, Kalman & Kemp (2011) posited that it is important for Instructional
Developers to identify the countless traits that differentiate learners in achieving specific
objectives and that learners have several categories of learners characteristics.

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This instructional module is suitable for learners who are enrolled in traditional secondary
high school and need to be exposed to the basic introduction to web page development. It
will be delivered to a third form/ grade nine class consisting of eleven students; four (4) boys
and seven (7) girls.
The learners characteristics are as follows:
1) General Characteristics
a. Gender - Males and Females
b. Age 12-15
c. Education Attending Secondary High School (3rd Form)
d. Ethnicity Poly-ethnic population
2) Specific Entry Characteristics
a. Familiar with Microsoft Office and with methods for formatting text.
b. Students should have Adobe Dreamweaver installed on their computer and
know how to access their text editor (Windows Notepad)
c. Learning Styles Learning styles will be acknowledged throughout the
design as follows:
i. Auditory Learner prefers to hear the lesson
ii. Visual Learners learns best when they see the process or have
demonstrations
iii. Kinesthetic / Tactile Learners are physically engaged in the learning
process (Hands-On)

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Implementation Plan
3) Personal and Social Characteristics
a. Age and maturity level 12-15 (Must be dependent learners)
b. Motivation and attitude toward the subject Ecstatic for the new product
c. Expectations and vocational aspirations Looking forward to learning new
material and is ready to put the learned material to use.
d. Special talent(s) The ability to use some application s in Microsoft Office
Software.
e. Mechanical dexterity Must be flexible and willing to learn the material.
4) Culturally Diverse Learners
a. English as the primary language
b. Bilingual English and Dutch
Instructional Context:
This module will be delivered within the confines of a traditional computer laboratory
classroom setting. The lab has proper lightning facilities; good furniture, air conditioned;
sound proof and properly ventilated. There are enough computers with internet access where
each student will be sitting around a computer to work independently. Each computer has
installed on it the necessary Microsoft Office Suite and Dreamweaver application required.
The delivery of the module will be facilitated through the use of an Interactive White board
with overhead projector, laptop and surround audio system.
Each student will initially start out sitting in an oblong arrangement facing the
interactive white board. The teacher will brainstorm students on web page development to
extract their experiential knowledge of the topic. Students will also be given a worksheet to
identify web page styles and content to be included on a web page. These will be followed by

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Implementation Plan
a short PowerPoint presentation and a video on aspects of web page development. Students
will then be directed to sit around their individual computers from which they will be
required to open the application software and following instructions in creating and
publishing a web page.
Unit Goals and Instructional Objectives:
1. At the end of the unit students will be able to develop the skills in creating a web page
using design mode in Dreamweaver.

After watching a PowerPoint presentation, students should be able to identify the


features of Dreamweaver.

After viewing a video presentation, students should be able to add contents to a


page in design mode in Dreamweaver

Given the Dreamweaver software application, students should be able to create a


web page using the design mode

2. At the end of the unit students will be able to publish a web page to the internet

Upon adding content to the deign mode of a web page, students should be able to
preview a web page in

3. At the end of the unit students will develop an awareness of the importance of using web
page to communicate in a globalized world.

Given a completed web page, students should be able to adequately critique its
design.

Instructional Strategies:
The learners are students of the school that the trainee ID is employed and whom
received daily instruction in compliment lesson. Therefore it was decided to use the face-toface classroom delivery mode for the instructional module. The table below outlines the

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Implementation Plan
sequence of instructional tasks and/or events that will be taking place during this instructional
module.
Learning Objective
After completion of the
instructional module
students will be able to:
1. Create a web page
in Dreamweaver

Lesson Overview Delivery and sequencing

2. Insert graphics on
web page created in
Dreamweaver

3. Effectively publish
their web page

Student will be involved in class discussion on styles of web pages


Students will complete a worksheet on elements and styles of web
pages
Students will watch demonstration on how to open Dreamweaver.
Students will use PowerPoint demonstration to follow along with
in the creation and publication of a web page.
Students will use design mode to create web page.
Students will continue to follow PowerPoint demonstration
through publication of a web page.
Students will open Internet browser to check for alignment of page
elements.
Student will save graphics on web page.
Student will make corrections to web page elements, if necessary.
Student will finalize web page and save.
Student will publish web page on their computer.
Student will submit final web page with graphics and HTML code
to instructor to be assessed.
Student will save and publish web page on Internet.

Learner Assessment Strategies:


Pre-assessment Strategies:
At the beginning of the lesson teacher will diagnostically analyze students knowledge and
experiences on web page development.
The instructor will ask the following questions like:

Has anyone has even work on creating a web page?

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Implementation Plan

Does anyone know the purpose of web pages?

Briefly describe the physical structure of a web page?

Formative assessment strategies:


Learners will have the opportunity to test their recently learned knowledge while they view
the PowerPoint presentation. As the learner is guided through the steps on how to build a
Web Page, and how to successfully publish web page to Internet using web creation software;
they will also be given tasks to test knowledge obtained.
Every few slides there will be a question pertaining to the information just learned; for
example, a learner may have to click on the correct area of the screen where they would go to
open a new document. During the sessions, the learners will be monitored/supervised by the
instructor thus being able to assist with questions and ensure that all learners absorb the new
knowledge. The learner will have opportunities to ask questions where there is confusion or
misunderstanding for clarification in classroom discussion.
Summative assessment strategies:
At the end of the training, the learners will be required to create independently and submit to
teacher a complete web page. Also the learners will be evaluated by asking them to reflect on
what they have learned. In addition to getting the learners performances, there will be
summative evaluation on the instructor to determine if they meet the students expectations.
The evaluation also includes questions to provide the student with the opportunity to assess
the effectiveness of the instructional materials.
Summary of modifications:
The delivery mode of this current implementation plan has changed to face to face
mode as this instructional module will be delivered to a group of student presently within a

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Implementation Plan
class located at the school the Trainee ID is employed. Unlike a self paced online mode of
delivery in the original instructional plan, the trainee ID feels that the current set of students
are not mature and capable of handling an online distance delivery mode. The audiences
were change from adult learners to students learners as this is more convenient to the trainee
ID. Work Experience, previous employment and the age of the audience were taken out as
students in high school at the third form level are not necessarily working class individuals.
The unit goals and objectives were modified to suit the level of the learners identified.
The units goals include an affective objective to assess the learners emotional feeling to the
topic. Since the experiential level of the learner is minimal, the objectives were revised to
exclude the html tags on photos. Learners will be introduced to html code but to a limited
extent.
The PowerPoint as an instructional material had to be revised to meet the level of a
grade nine learner, it included animations. The video was shortened and abbreviated so as to
left out unambiguous and distracting content. The PowerPoint was designed with animations
and sounds to attract the attention of the learners and to appeal to their creativity nature.
An introductory assessment, in the form of a worksheet; not in the form of a pre-test;
was designed to brainstorm students on experiential knowledge of web page development.
This material is used as a means of prompting students knowledge of aspect of web page
development that they are exposed to.

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References
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate
custom edition). New York: Pearson.
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective
instruction (6th Ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Instructional Plan (2011). Retrieved on May 20, 2011 from
http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4894956&Survey=1&4
7=8301294&ClientNodeID=984650&coursenav=1&bhcp=1 . Educational Architect,
Inc