Descriptive Paper Final-1

1
Web-Based Learning
Systems
Cyberbullying Awareness
Final Project Link:

http://wbicyberbullying.weebly.com
Descriptive Paper
Felisha Jackson
Holly Mothes
The University of Akron
Spring 2015
Descriptive Paper
Table of Contents
Design Document
Evaluation Plan
Instructional Strategy 17
Task Analysis 22
Scenarios
32
UI Specification
35
Expert and User Reviews...40

Usability Test.64
Implementation Plan..67
Reflections.70
Descriptive Paper
Design Document
A. Background
Our WBLS will focus on bring awareness of cyberbullying to students, teachers and parents. We
will provide our students, with videos, tutorials, power points, images, examples, directions and
hyperlinks to outside resources. This educational area is in-line with the ISTE teacher standards
for promoting digital citizenship. Our audience will be 2nd through 7th grade students, located at
the Akron STEM Multimedia club and students from a Jefferson County Public School district
with a module for teachers and parents. Our modules will include activities and resources for
each age group. At the conclusion of the WBI the learners will be able to identify, effectively
disengage and report cyberbullying.
B. Problem Analysis: Cyberbullying Awareness
Actuals: What is the problem to solve?
One of the ISTE standards is promoting digital citizenship and responsibility. With the increase
in technological usage as well as social media used in the virtual classroom students need to be
aware of cyberbullying. The introduction of the concept; knowing how to recognize it and then
how to disengage or report it is more critical now than it has been in the past.
Gaps: What are the gaps between the actual and optimal learning outcome / performance?
Technology use in the classroom and as a classroom presents new problems for students,
teachers, administrators and parents. Cyberbullying, like its physical world component bullying,
can have serious emotional consequences for children. It is not always easy to spot, and at times
it may be unintentional, but due to the medium that is used to communicate unless a student
reports being bullied it is very difficult for a teacher or parent to know something is wrong.
Young children use technology differently than adults today. They have never had a time in their
lives that technology hasnt been present. The social mores of technology used in and around
social networking, texting, or any other digital communication tools that are used by a population
other than adults was developed by the users. In other words, children established the norms and
rules. When adults are involved, the definition changes to cyberstalking or cyber-harassment, and
becomes a crime that can have legal consequences. All children are at risk due to the nature of
the frequency of technology use. Children may know something is wrong, but may be reluctant
to say anything. Helping children to know the what, how and where of a problem, will in turn
help stop the problem.
Optimals: Describe your ideas of how the problem/gaps can be resolved
We believe by presenting students with a secure, non-threatening learning area where they can
explore a definition of cyberbullying, examples of cyberbullying, and ways to recognize
cyberbullying (much like in person harassment) we can provide the students with methods to
disengage in the act as well as how and who to report it to if the problem should arise. What
Descriptive Paper
makes this a unique opportunity to engage in WBL is that cyberbullying is an online

phenomenon carried over from face to face interactions to digital interactions. This transference
is able to exploit and make victim groups of students as well as a single student. As digital tools
become more prevalent in the learning environment providing education tools that can be
accessed anywhere and at any time will serve not only as an introduction, but as a reference tool
for the future.
We envision our WLBS to contain 7 modules
1. Welcome/introduction
2. Teacher resources
3. Age/Grade appropriate folders with definition of Cyberbullying
4. Age/Grade appropriate folders with examples of Cyberbullying
5. Age/Grade appropriate folders with symptom of Cyberbullying
6. Age/Grade appropriate folders with policies/rules and reporting mechanisms
7. Age/Grade appropriate folders with steps to avoid or disengage from Cyberbullying
As participants review the materials there will be assessments for each module that may include
posting in a discussion, playing a game, or a short 2 to 3 question quiz.
Describe your viewpoint of whether WBLS is an appropriate way to solve the problem (you need
to be clear with the purpose and reason of using WBI to meet the needs).
Young students are immersed in the use of technology, providing access to relevant information
in a medium that they are used to will provide more incentive for the student to engage in the
learning process. The WBLS will allow the teacher to follow the discussion forums and if need
be talk with the students one on one if there seems to be an issue brewing. The activities will be
stimulating and provide ample opportunity for students to apply the knowledge they are gaining
in a safe environment. The WBLS will ensure that teachers have a visual check to make sure
students are reviewing the materials. The teacher section will provide access to information and
resources on cyberbullying in more depth in a single convenient location.
C. Instructional Situation Analysis:
a. Instructional Goal and Outcome level
Students will be able to define and identify cyberbullying in various technology

environments: texts, discussion forums, emails, and posts to social media that include
embarrassing pictures, videos, websites creation of fake profiles, mean texts or foul
language.
Student will be able to identify types of cyber bullying: threats of violence, child
pornography or sexually explicit messages or photos; taking pictures or video of someone
in an expected private place (bathroom, bedroom), stalking or hate crimes.
Students will be able to recognize some of the symptoms of cyberbullying, alcohol and
drug abuse, skipping school, experience in-person bullying, unwilling to attend school,
poor grades, low self-esteem, health problems.
Descriptive Paper
Students will identify ways to prevent cyberbullying; learn about established rules for
technology use
Students will be able to identify steps to take immediately dont respond, dont forward;
keep evidence, record dates, times and descriptions; save and or print screenshots, emails,
and text messages; use these items to report cyber bullying; block the person
Students will be able to identify who to report incidents to; social media safety centers,
parents, teachers
Students will be able to find out if their school has an anti-cyberbullying policy and what
that policy states
~ Teacher/Parent resources to help prevent cyberbullying
o Be aware what students/ kids are doing online
What sites they visit, who they contact and what they are doing with
others
Tell the student/ child that as a parent/teacher you have responsibility to
review their activities online
Try out the devices that the students are using
Ask for their passwords, but tell them you will only use them in an
emergency
Parents ~ ask to friend your children on social networking sites or ask
another trusted adult to friend them
Encourage children to immediately tell you if someone they know is being
cyberbullied. Explain that they will not be in trouble for telling
o Establish rules for technology use
o Know school rule for technology use
b. Instructional Context :
Students would be given the url to the Cyber-bullying Awareness web site by their
teacher. If there is a problem with the student navigating to the site for the first time the
teacher would be able to help direct them. If there are problems with the site, the teacher
will have to contact one of the designers or the site administrator.
If students will be using the site outside of the classroom environment they will need to
have a computer that has access to the internet with the ability to play video and audio
files. There would be no need for any special software.
c. Learner Analysis
The environment that this instruction will be delivered in will be F2F with the teacher
facilitating the online portion using Weebly.com. The technology available in the
classroom is provided by the school and each student has a laptop, notebook, and/or
tablet. The schools technology department will provide network access to the WBLS as
an approved student site.
Descriptive Paper
The target learner is 2nd grade through 7TH grade students. We will survey the students
from the STEM Multimedia Club in Akron, Ohio, and students from a Jefferson County
Public School district to see how much they know about cyberbullying. Students that
attend the JCPS district school come from impoverished socioeconomic backgrounds
where education is often times not the top priority.
The STEM multimedia students are in grades 5 through 7, in the Akron Public School
system where there is a 87% poverty rate. The STEM middle school has eight goals, two
embody WBLS type of learning which are; Develop innovative teaching and learning
techniques that challenge the students and make use of each partner's expertise and
Expand learning for students and adults beyond the school day.
d. Instructional Content Analysis - LTM
The content for each module will contain a combination of the following as
appropriate for information delivery and grade/age level: video, text, PowerPoint,
images or hyperlink to external knowledge objective, and tools to create blogs and
podcasts.
Students will need a base knowledge of computer usage, be able to maneuver through
online course selections using a mouse and keyboard, have reading comprehension at
the minimum grade level. Students should be able to construct whole sentences when
typing a response in an online blog or discussion area.
After working with the content delivered via the WBL modules the student will be
able to:
Provide a definition of cyberbullying (responding a discussion board forum)
Provide the examples of the environment where cyberbullying might exist
(responding a discussion board forum)
Provide examples of cyberbullying (responding a discussion board forum or
podcast)
Provide examples of who and when to report cyberbullying (responding a
discussion board forum or short module quiz)
Identify where to find rules or policies about cyberbullying (research the web
for that particular school system, or visit the school counselors or principals
office provide response in a discussion board forum)
Descriptive Paper
Learning Task Map
TOAB for Cyberbullying

Learning Task
Item and Number
Identify, avoid and
report cyberbullying
1.0 Define
Cyberbullying
1.1 Relate
Cyberbullying to
F2F bullying
Objective
Provide a definition of
Cyberbullying
bullying and how it can
apply to bullying over
the internet
Outcome
Level
Intellectual
skill: Rules
Defined
concept
Defined
concept
Assessment Item
cyberbullying on a
discussion board
Respond to a discussion
board forum (grade level
specific)/ take a quiz
(grade level specific)
Descriptive Paper
2.0 Define the

environment
that Cyberbullying
would exist
Provide examples of
the environment
where cyberbullying
might exist
Intellectual
skill:
concrete
concept
2.1 Use the learning

environment
Be able
to research
information on the web
3.0 Identify examples
Provide examples of
cyberbullying
3.1 Identify examples
Provide examples of
the environment where
cyberbullying exists
4.0 Identify who to

report incidents
to
Provide examples of
who and when to
report cyberbullying
4.1 Explore and

inquire to find where
rules and policies
exist
5.0 Determine the
owner/ creator and
maintainer of
rules/policies
Identify where to find

rules or policies about
cyberbullying
Intellectual
skill:
concrete
concept
Intellectual
skill:
concrete
concept
Intellectual
skill:
concrete
concept
Intellectual
Skill:
concrete
concept
Intellectual
Skill:
concrete
concept
Intellectual
Skill:
concrete
concept
5.1 Use the learning

Environment
Be able to research
information on the
web
Identify where to find

rules and or policies
about cyberbullying
Create a podcast
Provide examples of
cyberbullying on a
discussion board
Complete short online
quiz
Create a podcast
Intellectual
Skill:
concrete
concept
Evaluation Plan
Formative Evaluation Plan
A. General Evaluation Information
The purpose of the formative evaluation plan is to obtain feedback on the strengths and
weaknesses of the WBLS that is being designed to engage 2nd through 7th grade students
covering Cyberbullying. The feedback on the design and materials will provide us with a
Descriptive Paper
framework to make valuable changes that will enhance the online learning experience for the
students as well as the teachers. The evaluation plan will provide evaluator views on the
effectiveness of the WBLSs images, content, videos and links that are pertinent to the learners
and the teachers. We will also evaluate the WBLS for appropriateness in meeting the needs and
goals of the individual classrooms.
Who are the evaluators and reviewers?

Our evaluation plan includes a sample group of learners, as well as review from Web
Designers, Content Design Experts and Other Tester participants. We chose Content Design
Experts over Subject Matter Experts for design evaluation as there are few Cyberbullying experts
on the university campus.
Content Design Experts- evaluators
Wendy Lampner, Manager Design and

Development, University of Akron
Susan McKibben, Manager Software Training
Service, University of Akron
Kristine Howard, Kent State University
Tammi Hughes, Pickerington Local Schools
Web Design Experts -evaluators
Anthony Serpette, Webmaster University of

Akron
Sample Group of Learners - users
Sample students from STEM school and

Jefferson LSD
Other Tester Participants -reviewers
Deborah Jones, Customer Service Specialist,

The University of Akron
Suzanne Testerman, PMP, MSM-HR, MBA U
Descriptive Paper
10
of A
Pam Gressock, Online Learning Coach, Ohio
Connections Academy
Ronald Dickerhoof, Customer Service
Specialist, The University of Akron
What is being evaluated?

The formative evaluation process looks at the instructional content, materials, pedagogical
strategies, and WBLS that are being developed. We will also view how well the students are able
to complete the tasks, the enthusiasm with which they move through the modules and if with the
content they are able to participate in the discussions, answer the quizzes, and lastly transfer what
they have learned to developing strategies that will enable the student to make rational choices
and deal with any Cyberbullying incident that might arise in the future. We will analyse the
design process to determine if the WBLS meets the objective and goals. We will examine how
well the participants are able to interact with the delivery of the materials through responses to
our surveys.
B. List of the Materials
The following table summarizes the list of materials to be evaluated during the formative
evaluation phase.
Materials to Be Examined
Design Plans
Objectives
Assessment Items
Instructional Strategies
Learning tasks
Prototype and Website
Interface
Navigation features
WBI Prototype
Pedagogy of WBLS
teaching strategies
Descriptive Paper
11
student interaction
learning strategies
motivation strategies
What are the evaluation methods?

The evaluation methods for this project include reviews by experts and test users, via surveys.
The project team will send the surveys and links to the WLBS by email to the listed participants
in early April 2015 with instructions for each group. We will ask that the Content Matter Experts
(CME) review every section for effectiveness, appeal and efficiency. The Web Design Experts
(WDE) will be asked to review the sections in the categories of effectiveness, appeal and
efficiency that include goals, technology and message design. The group of Field Testers will
be asked to review the sections Effectiveness: message design, content and technology,
Efficiency: goals, content, technology, message design, Appeal: content, technology, message
design. Review of the survey data will be compiled and any modification to the WBI will be
applied.
Details of the steps for the formative evaluation.
The evaluation methods for this WBLS is to include reviews by Content Design Experts, Web
Design Experts, and Field Tester Participants in the form of survey data results. The project
designers will send survey questions to the Content Design Experts and the Web Design Experts
using the survey tool Qualtrics. The developers will be able to address any concerns that come
to light during the initial review of the survey data, make any modifications to the WBI in
preparation to send the WBI to the Field Tester Participants for review and input. There will be a
short window of opportunity for student testing as the project is due the end of April.
Descriptive Paper
12
C. Table of Types of Methods and Tools for Formative Evaluation
Evaluation Criteria
Effectiveness Goals
Content
Technology
Sample Questions
Are goals and
objectives clear?
Are goals and objectives
achievable?
Are goals and content
appropriate for web delivery
Methods and Tools

Content Design Expert and
Web Design Expert- survey
Is the information complete,

covering the content
properly?
Is there congruence among
content,
objectives, activities,
and assessment tools?
Are reference
citations provided?
Do the instructional activities
promote thoughtful and
reflective responses or
discussions?
Do the activities promote
learning?
Content Design Expert survey
Does the WBID

function properly?
Is the navigation through the
WBLS age appropriate?
Content Design Expert

Web Design Expert
Field Tester Participantssurvey
Descriptive Paper
13
Message Design
Are directions clear?
Was the timeframe of the
course appropriate?
Is the content appropriate for
the student?
Are Copyright laws followed?
Is there opportunity for
learners to interact with the
teacher or other students?
Efficiency
Goals
Content
Technology
Do the images, text,

PowerPoints
distract or tend to
enhance the
learning
environment?
Are example
meaningful for the
student?
Are the goals stated
clearly and concisely?
Is the purpose stated
clearly and concisely?
Is there congruence
between the
instructional goals
and content?
Is the content
information clearly
and concisely
presented?
Is it appropriate to the
age group?
Is the information
current?
Is access to the
students provided?
Is the WBID
structured
appropriately?

Web Design Expert

Web Design Expert

Web Design Expert

Web Design Expert
Descriptive Paper
14
Message Design
Are there titles and

subtitles to organize
the content?
Appeal
Goals
Are goals relevant to

learners?
Content
Is the content
engaging/interesting?
Are examples
relevant to the
student?
Is navigation easy?
Are there typing
errors, spelling,
Technology
Message Design

Web Design Expert
survey
Web Design Expert
Web Design Expert
Field Tester Participants-
grammar?
survey
Does it have good

navigational design?
Are the icons/links
easy to use and clear
as to their meaning?
Are the screen
layouts appropriate
to the content and
goals? Is the
vocabulary
appropriate for the
students?
Do the images and
videos support
learning?

Web Design Expert
Preliminary Summative Evaluation Plan

General Evaluation Information
The purpose of the preliminary planning for summative evaluation is to determine the overall
value, or learning value added, of the WBI after the modules have been implemented. The
evaluation of the WBI will depend on the overall value and outcome of the learning objectives of
the targeted students. If the materials do not add educational value then the WBI needs to be
modified to meet the needs of the students. The summative evaluation should take place after the
Descriptive Paper
15
several targeted groups of students have participated in the course work, but our time line will
not permit extensive evaluation by mid-April. Ideally the summative evaluation should be
performed after several semesters and different groups of student within the age/grade levels
complete the WBI. Since the designers will mostly have graduated from the Instructional
Technology program, before a quality summative evaluation will be performed we can only
suggest that our material be used to evaluate and make modification to the program by future
designers. Currently the stakeholder(s) for this WBI is one of the graduate student who will
implement the WBI in her classroom.
The instructional goal is to have the student develop basic knowledge and to be able to apply the
knowledge in situations that would require action to identify, disengage and report to the proper
authorities instances of Cyberbullying. Students should be able to apply what they have learned
to real life situations.
The participants of the summative evaluation include teacher and volunteer coach of the current
students in the two locations, they have the closest association with these students. During the
summative evaluation the students would be the evaluators. The teacher and coach will provide
the students with an online survey that will allow the students to feedback on the strengths and
weaknesses of the WBI. The survey will be created using Qualtrics, a free survey creation, tool
that is available to all University of Akron students, staff, and faculty. A link to the survey will be
given to the students.
The survey will ask students how will they are able to use the information provided in the WBI
to identify cyberbullying, who they would report incidents too and where they might find
information on rules and policies on Cyberbullying based on the information they reviewed. The
answers to these question could be compared to the quiz answers from the modules as they might
provide a wider understanding of the strengths/weaknesses of the materials.
If in the future the teacher would want to continue the use of the WBI, the student could be
asked to review the materials again and provide additional feedback or suggestions on
materials that could be added to the WBI to strengthen and enhance the learning value.
The List of the Materials to be evaluated
Learning objectives
Learning tasks
Instructions for completing the learning tasks
Discussion questions for each section
Accuracy of content (spelling, grammar, hyperlinks)
Interface (ease of use, navigation features, visual design appeal)
Descriptive Paper
16
Materials to Be Examined
Design Plans
Objectives
Assessment Items
Prototype and Website
User Interface
Navigation features
Learning tasks
Discussion questions
Quizzes and other assessment
methods
Accuracy and engagement of the
content
Visual appeal
A Table of Preliminary Planning for Summative Evaluation

Evaluation Criteria
Effectiveness
Efficiency
Main Questions
Data Sources
How did the modules meet

the learning objectives?
Did learners find the WBI

engaging and informative?
What percentage of
students participated
in the WBI?
Did the student
participate in the
discussion forums?
Performance activities
How long did it take learners

to complete the modules in
the WBI per activity?
Was the WBI a good tool for
the students
Survey stakeholder
perceptions
Survey stakeholder
perceptions
Student surveys
results after
completion of the
WBI
results from the surveys after

the students completed the
WBI
Descriptive Paper
17
Appeal
Will the students recommend
the WBI to other students?
Do the students think the
WBI design is appealing?
Was the content interesting
and engaging?
Student surveys
results after
completion of the
WBI
Instructional Strategy Plan
Orientation to Learning
1.Provide an Overview
2. State the Objectives
Student will gain access to the
WBLS by a link that will be
provided.
The landing page will include a
welcome statement and an
introduction to the WBLS that
provides the students with
examples and objectives.
A short overview of the content
for the modules will be provided
as well as the learning
objectives.
Directions on getting the modules
started will be provided
A short video (age appropriate)
about Cyberbullying will be the
introduction for the first module.
Photos and bios of the WBLS
designers will be displayed
Objectives of the modules will
be provided to the students in
a list form at the beginning of
each module or as short
audio/video clips.
A list of questions that
students should be able to
Descriptive Paper
18
answer by using the WBLS

will be displayed for each
module.
3. Explain Relevance of Instruction
4.
Assess
Students
Prior
Knowledge and Experience
Provide examples of scenarios

that students might experience if
being cyberbullied.
Provide short video clips to
reinforce what someone may
experience.
Quizzes will present problems
that learners could solve after
reviewing the modules.
Have students take a short quiz/
survey that will indicate whether
or not
students have any prior
knowledge and/or experience
with cyberbullying.
Have students share on the
discussion board about any
knowledge and/or experiences
with cyberbullying.
5. Provide directions on how to

start the navigation, set the
expectations for additional
module instruction.
Instruction on Content
Provide students with directions

on using the navigation menus
through text and/or audio.
Provide a site map.
Provide contact links for help
with WBI (designers)
Descriptive Paper
19
1. Present instructional content
Directions on getting the modules

started will be provided
Provide instruction using text,
images, video, audio,
PowerPoint.
For younger students use more
images, audio, and video instead
of text.
Use larger font
Use short paragraphs or lists for
better information retention.
Provide examples that require the
student to help solve a problem.
Provide links to resources that the
student can research or interact
with.
2. Provide learning hints
Provide introduction to key topics

for each module.
Provide list of questions to be
answered while navigating
through the modules.
Provide embedded media
throughout the modules
providing review of the key
topics.
Label images so that there is no
confusion as to what is
represented.
Use color scheme to identify
linked information ( red for bad
ideas, yellow for marginal, green
for good).
Use information that scaffolds
knowledge from one subject to
the next
Descriptive Paper
20
3. Present opportunities to practice
Provide quizzes, discussions, the

creation of podcasts, simulations
to engage the student in activities
that will link knowledge for
retention.
4. Provide feedback on practice
Students receive immediate

feedback from quizzes.
Teacher monitors and provides
summary on discussions.
5. Provide review of module

instruction
Measure of Learning
Module concludes with a key

topic review with a list of
important items to remember.
1. Assessment of student learning
Use quizzes with multiple

choice, true/ false and fill in the
blank.
Use check off of module
completion.
2. Provide feedback to student
Immediate feedback from

quizzes, summary of discussions.
Module completion check-off for
student provides visual progress
indicator.
Summary and Close

1. Enhance learning
2. Provide review of important

steps
Encourage students to participate

in the discussions.
Provide positive comments on
quizzes.
For areas where improvement is
needed, students will be
encouraged
to review the key topic reviews
from
each module
Encourage students to explore
Descriptive Paper
21
additional resources that will be

provided to them for the unmet
module objectives.
3. Provide opportunities for retention
At the end of all the modules, a

summary will highlight the goals
and learning objectives.
Cyberbullying Initial Task List

System Access-Awareness
Students will gain access to the WBLS by a link that will be provided
Students will know how the WBI is structured
Students will know how to navigate the WBI
Students will recognize when a page has been visited or a link opened
Students will know how to use search features
Students will know how to connect for instruction or presentations
Students will know where to get help
Student will be able to check advancement in course
Learning Materials
Descriptive Paper
22
Students will locate the external resources by clicking on hyperlinks to

files, resources, and documents
Students will be able to view external content with instruction on
navigation
Students will be able to listen to audio and view video instructional
materials
Students will be able to view external materials in WBLS window
Students will create podcast to extend and insure their knowledge of the
learning materials
Students will be able to locate discussion area for class interaction
Students will create/post new discussion and respond to other posts
Assessment
Students will participate in self check knowledge tools
Students will get immediate feedback on quizzes/discussions
Retention of Information
Students will participate in class discussions for enhanced knowledge
retention
Students will view comments/feedback on quizzes/discussions
Students will explore additional resources that will be provided to them
for the unmet module objectives.
Students will view a summary that will highlight the goal and learning
objectives at the end of every module.
Initial Functional Requirements List
Task
Functional Requirement
Students will gain access to the WBLS
by a link that will be provided
URL needs to be active
Descriptive Paper
23
Students will know how the WBI is

structured
Purpose objectives and goals need to

be located in Learning Objective box
located on the right side of the landing
page.
Need to have identifying labels in the
headers on all pages.
Color, theme and fonts have to be
consistent across all pages.
Students will know how to navigate the

WBI
Navigation menus will be located on

the left side of all site pages
Link to Site map will be the last item
listed on all navigation menu bars
Students will recognize when a page has

been visited or a link opened
Change color of links that were

visited
Students will know how to use search

features
Search box on all pages.
Students will know how to connect for

live instruction or presentations
Learning Time button will be

located in the lower right corner of
every page for
easy navigation to sequential forward
progress through the course.
Links to developer contacts will be
located on the menu bar as the last item
Link to Site map will be the second to
last item listed on all navigation menu
bars
Links to the resource page will be
located on the menu bar as the third to
last item
Descriptive Paper
24
Student will be able to check

advancement in course
Check-off feature in content area of

each page will contain a radial button
with a check mark that changes from
grey to green when student has
advanced to the next section in the
WBI
Learning Materials
Students will locate the external resources
by clicking on hyperlinks to files,
resources, and documents
Students will be able to view external
content with instruction on navigation
Students will be able to listen to audio

and view video instructional materials
Students will be able to view external

materials in WBLS window
Students will create podcast to extend
and insure their knowledge of the
learning materials
Make sure all links work and point to

the correct resource.
Instructions for using links to
external resource will proceed the
link on the right side of the content
page and in some cases will open in
new window if external resource is
not able to be embedded in the
current content page.
Students will be able to control the
volume of the audio and video
materials
Students will be able to pause and play
audio and video
Media allows user to control the size
of the viewing window
LInks to resource will be located on a
button labeled Activity just above
the Learning Time button on the
lower right side of all pages that will
use the tool to create podcasts
Students will be able to locate discussion Provide navigation to discussion area

area for class interaction
in module screens via navigation

button labeled Learning Time
Descriptive Paper
25
Students will create/post new discussion

and respond to other posts
Provide detailed instruction for creating

posts and how to respond to other posts
in the header area of the discussion
pages
Assessment
Students will participate in self check
knowledge tools
Students will get immediate feedback on
quizzes/discussions
Provide pre-knowledge survey in the

Welcome page and the Review page of
the WBI
Embed quizzes with answer key for
immediate feedback on quiz page
Instructor monitors and responds to
discussions on the discussion page
Students will participate in discussions
Students will be able to view comments/
feedback on quizzes/discussions
Provide feedback/positive comments
For Quizzes - provide

feedback/positive comments after
student selects the submit button
(located on the lower right side of the
page) in a text box labeled Answers
that will open below the quiz box.
For Discussion - posted replies will in
a new box located below the initial
posting
Students will be able to explore additional In the central body of the Review page
resources that will be provide information provide links to additional materials or
on the unmet module objectives.
the option to retake quizzes
Students will be able to view a summary Provide summary information in
that will highlight the goal and learning
located on the lower left side of
objectives at the end of every module.
module page just above the Learning
Time advancement button.
Descriptive Paper
26
Prioritized Task List

Legend
Core Tasks
Important task
Nice to have task
1
Students will gain access to the WBLS by a link that will be provided
Students will recognize when a page has been visited or a link opened
Students will know how to use search features
Students will know how the WBI is structured
Students will know how to connect for live instruction or presentations
Students will know how to navigate the WBI
Student will be able to check advancement in course

Learning Materials
Students will locate the external resources by clicking on hyperlinks to

files, resources, and documents
Students will be able to listen to audio and view video instructional

materials
Students will be able to view external materials in WBLS window
Students will create podcast to extend and insure their knowledge of the
learning materials
Students will be able to locate discussion area for class interaction
Students will create/post new discussion and respond to other posts
Students will be able to view external content with instruction on

navigation
Descriptive Paper
27
Assessment
1
Students will participate in self check knowledge tools
Students will get immediate feedback on quizzes/discussions

Students will participate in class discussions for enhanced knowledge

retention
Students will be able to view comments/feedback on quizzes/discussions
Students will explore additional resources that will be provided to them for
the unmet module objectives.
Students will view a summary that will highlight the goal and learning
objectives at the end of every module. View a summary that will highlight
the goal and learning objectives at the end of every module.
Prioritized Functional Requirements List
Legend
Core Tasks
Important task
Nice to have task
3
Functional Requirement
System Access/Awareness
1
1
URL needs to be active
Need to have identifying labels in the headers on all pages.
Color, theme and fonts have to be consistent across all pages
Purpose objectives and goals need to be located in Learning Objective

box located on the right side of the landing page.
Descriptive Paper
28
Navigation menus will be located on the left side of all site pages
Link to Site map will be the second to last item listed on all navigation
menu bars
Links to developer contacts will be located on the menu bar as the last item
Links to resource page will be located on the menu bar as the third to last
item
1
1
Learning Time button will be located in the lower right corner of every
page for easy navigation to sequential forward progress through the
course.
Search box on all pages.
Check-off feature in content area of each page will contain a radial button
with a check mark that changes from grey to green when student has
advanced to the next section in the WBI
Change color of links that were visited

Learning Materials
Make sure all links work and point to the correct resource.
Instructions for using links to external resource will proceed the link on
the right side of the content page and in some cases will open in new
window if external resource is not able to be embedded in the current
content page.
LInks to resource will be located on a button labeled Activity just above
the Learning Time button on the lower right side of all pages that will
use the tool to create podcasts
Provide navigation to discussion area in module screens via navigation
button labeled Learning Time
1
1
Provide detailed instruction for creating posts and how to respond to other
posts in the header area of the discussion pages
Students will be able to pause and play audio and video
Descriptive Paper
29
Students will be able to control the volume of the audio and video
materials
Links should open in new window

Assessments
1
1
Provide pre-knowledge survey in the Welcome page and the Review

page of the WBI
Embed quizzes with answer key for immediate feedback on quiz page
Instructor monitors and responds to discussions on the discussion page

Provide feedback/positive comments
For Quizzes - provide feedback/positive comments after student selects

the submit button (located on the lower right side of the page) in a text
box labeled Answers that will open below the quiz box.
For Discussion - posted replies will in a new box located below the
initial posting
Provide summary information in located on the lower left side of module

page just above the Learning Time advancement button.
Descriptive Paper
30
Task Flow Diagram
Descriptive Paper
31
Scenarios
Scenario 1
Third Grade Student Works Through the Cyberbullying Awareness WBI
The learner is a third grade student who has been given a link to login to the Cyberbullying
Awareness WBI site. The learner logs in and is taken to the home page for Cyberbullying
Awareness. From the home (welcome) page the learner sees a navigation menu on the left side
of the page which includes the following tabs: Welcome, Introduction, Teacher Resources,
Module1 for 2nd/3rd/4th grades, Module1 for 5th, 6th and 7th grades, Module 2 for 2nd, 3rd,
4th grades and Module 2 for 5th, 6th, Module 3 for 2nd, 3rd, 4th grades and 7th grades, Module
3 for 5th, 6th and 7th grades, Module 4 for 2nd, 3rd, 4th grades and Module 4 for 5th, 6th, and
7th grades Games for 2nd, 3rd and 4th grades, Quizzes for 5th, 6th and 7th grades, contacts and
help. The welcome page has a voki that the learner clicks on and receives a welcome message
and an overview of the course that includes what he will learn in this course, how to navigate
through the modules, participate in the discussions, and find help. The voki instructs the learner
to click on the Introduction tab on the left side navigation bar to get started.
After proceeding to the introduction page the learner is again presented with the learning
objectives for the course, and is able to read the directions on how to navigate the modules and
is presented with a short video on cyberbullying and a link to a pre-test evaluation (grade
specific). After taking the pre-test the learner is directed to click on the menu item for Module 1
that corresponds to their grade level.
Module 1 covers how to recognize cyberbullying and provides some examples of cyberbullying
via text messages, social networking, email and other online possible postings. At the end of
Module 1 the learner is directed to answer several questions on a discussion posting, 1) relay a
time that they might have experienced cyberbullying, or tell of someone they know who
experienced or witnessed or participated in cyberbullying. 2) the learner is also asked to tell
how it made them feel. After reading at least two other post the learner is asked to provide two
or three sentences on the discussions that ask questions or provide answers to other questions
relating their understanding of the materials covered in the module. At this point the learner
thinks about a time that some kid in the 4th grade posted a picture of him when he fell off of the
sliding board into a mud puddle on the playground. He thought about this and was hesitant to
write about it in the discussion. That evening he asked his mother if he should write about it, she
thought she would like to see what her son was studying, so they logged in to the WBI and went
through the modules together, leaving the discussion question until later.
When they moved to Module 2, mom saw that important information would be covered for her
son on what he should do if they find themselves in one of these situations:
Text messaging bullying
Social media bullying
email bullying
Descriptive Paper
32
After they reviewed the module together viewing the text instructions as well as several vokies
that provide additional instruction in this module mom asked her son to think about the incident
as they continued to review the materials
.
Module 2s focus is on 3 ifs, if it happens to the learner, if it happens to someone they know, if
they are committing cyberbullying. Before proceeding to the quiz mom asks her son if he can go
back and post something in the discussion in module 1. He feels he can write about the
experience in general terms, and just state how it made him feel since he never reported the
posting of the picture to his parents. The learner completes the quiz on the content of module 2
and is provided with immediate feedback on the quiz with the option to retake the quiz as many
times a necessary to achieve a perfect score. He got a perfect score the first time!
By now the learner and his mom have observed the progress monitor that is checking off each
learning task that is completed and is ready to move to Module 3, he clicks on the link and jumps
into this section.
The learner reads the overview of Module 3 and discovers information on cyberbullying
including where to find rules and policies at their school. The learner is asked to interview
another teacher (other than their teacher), a classroom aide or their principal to find out where
the rules and policies on cyberbullying can be found. The learner knew he would not be able to
complete this task until he was back at school, he would have to re-enter the WBI and provide
his findings in the corresponding module discussion area later.
The learner and his mother moved to the final module, Module 4, where they were provided with
ideas on how to disengage from, as well as information on how to steer clear of opportunities to
engage in cyberbullying. There were links to external examples for the learner to explore. They
opened in new windows so that the learner could quickly navigate back to module 4 as to be able
to explore the other links. Once the learner was satisfied that he had completed his exploration it
was time for the final review. The learner re- took the pre-test to measure his newly gained
knowledge. He was impressed on how much he had learned. He still had to complete the
discussion in module 3 but he felt sure he could complete that the next day. He was also glad that
he had finally share the troubling experience he had with his mom.
Because this extra learning was provided online, the third grader was able to work on this at
home, sharing with his mother the WBI as well as an experience that he never talked about.
Scenario 2
Seventh Grade Student Works Collaboratively with Peer
Johnny and one other student are 7th grade students that have successfully completed all
required tasks and quizzes for each module in the Cyberbullying Awareness WBI before the rest
of the class. They are still eager to learn more about cyberbullying, and since both Johnny and
Meg are the only students done with the modules and seemed to perform well on their quizzes
Descriptive Paper
33
for each module, Ms. Henry paired Johnny and Meg up to work on a collaboration activity that
will display a high level of performance.
Ms. Henry suggested that Johnny and Meg explore the additional resources tab provided on the
WBLS. Once Johnny and Meg logged onto the Cyberbullying Awareness WBI, they were
greeted by the homepage. They found the navigation tabs and clicked on the additional
resources tab. Once on the additional resources page, Johnny and Meg were instructed to go to
the cyberbullying scenarios link. Once Johnny and Meg clicked on the cyberbullying scenarios
link, they were directed to the page. At the top of the page was the objective, and the
instructions on what to do.
On the cyberbullying scenarios page, Johnny and Meg were instructed to pick a scenario, read
the scenario, and based on what they have learned from the modules and quizzes, and well as
their peers; post on the discussion board how they would handle the situation. At the end of their
post, Johnny and Meg created a question to pose to their peers about their thoughts on the
scenario.
Because this extra learning was provided online, Johnny and Meg were able to share scenarios
with their parents and siblings at home, and had the opportunity to have a debate/discussion on
ways to handle the scenarios.
Descriptive Paper
34
User Interface Specification Report

A. Site Map
B. Activity Guide/Directions
Module Design Descriptions
All instructional modules in the WBI will have the same template theme in color,
information text font and color, information highlighting in the navigation panels. The color
scheme will contain black background, orange tab module indicators on a dark gray sidebar
navigation panel with white text. All pages will have additional navigation buttons (back and
forward to next activity). The header on all pages will consist of an image and a text message.
Each module will have a mouse-over effect so that the user can choose an option to view.
Discussion pages will have the same format containing left side bar navigation, instruction text
box at the top of the page, and student response area below the discussion instruction area.
The quiz pages will have the same color scheme as all of the main pages.
Descriptive Paper
35
Navigation and Page Information - Layering

The First Layer of Navigation - Home Page
The first layer of navigation will be the home page that contains the introduction to the course
website, a PowerPoint presentation on the learning objectives for the course, and a link button to
the explanation of the course modules. There will be consistent navigation features on the menu
bar located on the left side of the screen no matter what screen the student is on. The right side
bar will contain a slideshow of pertain information on cyberbullying. The student will be able to
pause the presentation if need be. To view enlarged images the user need only double click on
the image and it will enlarge, clicking on the x in the upper right corner of the screen will return
the image to the normal size.
The Second Layer of Navigation - Learning Materials
The second layer of navigation will provide the student with access to the learning materials and
learning activities on the web site. These pages will include the welcome page, Modules 1- 5,
activities, quizzes and help. The modules will be grouped by grade level and include a variety of
media for instruction, for instance a video introduction to cyberbullying or a link to the preknowledge survey. Each section will contain detailed instruction for navigating through any
presentations and audio and video controls for any embedded materials. All pages will have the
same background and navigation features. Each section will contain instructions for moving to
the next learning objective.
Modules
In general the learning modules will all contain the sidebar navigation, common page headers, an
explanation of the lesson, learning objectives and links to discussions, quizzes and external
reference materials.
1.
2.
3.
4.
Module
Example:
Definitions provided by Voki , PowerPoint Presentation, Text box instruction
Learning activity
Discussion/Quiz
Instructions to move to next module
The Third Layer of Navigation - Discussion Area
The third area of navigation will provide the student with links to an external discussion board.
The discussion boards will be grouped by grade level so that the younger and older student will
have the benefit of interacting with users of similar skill and or knowledge. Directions for using
the discussion area will be presented on the page housing the link to the discussion area.
Directions will include rules on netiquette and the subject matter of the discussion board.
Descriptive Paper
36
Sample Instructions
Home Page
To get started with this website, you will see the navigation menu sidebar that will launch each
module on this learning site. There are 5 fun areas that you will want to visit on this site, a
welcome page and this introduction page. To preview a descriptions of the learning experience
for each area click the orange learning time button.
Module Pages
Welcome to the module on (name of module)! You are about to embark on a learning adventure
that will include (insert a description of the materials) The activities on these pages will help
you identify important information about Cyberbullying! When you are ready to move to the
next module either click on the Learning Time button located near the bottom of the page or use
the sidebar navigation panel to the left
Discussion Pages
Read the following scenario (insert discussion question/activity ) and write a short answer.
Then read 2 of your classmates posts and provide your ideas in 2 or 3 sentences on how they
could make the situation better. When you are finished with your post click the orange Learning
Time button to move to the next adventure.
Quiz Pages
To answer the questions in this quiz you will have complete the following:
1. Review the learning material in this module
2. Complete the learning activity
3. Click on the circle button in front of the answer you think is correct in the quiz
4. When you have answered all of the questions click on the submit button Next, click on the
orange Learning Time Button to go to the next adventure.
Adventure Review
You have completed all of the materials on Cyberbullying. Now lets review what you learned.
First match these terms with the correct definition
Now retake the Knowledge quiz (insert link to pre survey ).
Descriptive Paper
37
C. Main Page Interface

Interface for Home Page
Site name
Sidebar
Page Title
Introduction
Welcome
Module 1
Module 2
Module 3
Introduction
Module 4
Learning objectives
Module 5
Directions for using the site
Quizzes
Video clip
Adventure Review
Teacher Resources
Contact
Help
Last Update
D. Sub Pages Interface
Descriptive Paper
38
Interface for Modules
Site name
Sidebar
Module Title
Introduction
Welcome
Module 1
23 Grades
4-7 Grades
Description of Module
Module 2
Learning objectives
Module 3
Topic instruction/material
Module 4
Module 5
( clicking on the Learning Time Button
Quizzes
Takes the student to the next activity for the
Adventure ReviewModule)
Teacher Resources
Contact
Help
Last Update date
Descriptive Paper
39
Interface for Quiz page

Site name
Sidebar
Quiz Title
Introduction
Welcome
Module 1
23 Grades
Quiz ( The student chooses the material-4
for
grades
the 2 or
4-7 grades y clicking the
4-7 Grades
Learning Time Button in the module page will ensures that they get the right
Quiz
Module 2
Module 3
Topic instruction/material for the quiz
Module 4
Module 5
Adventure Review
( clicking on the Learning Time Button
Teacher ResourcesTakes the student to the next activity for the
Contact
Module or sends them to the module)
Help
Last Update date
Descriptive Paper
40
E. Prototype
Prototype Web Site

Our site will be located here:
www.wbicyberbullying.weebly.com
Expert and User Reviews
Formative Evaluation assesses the effectiveness of the Web Based Instruction (WBI) in
providing knowledge and skills. The experts that have been invited to evaluate our objectives,
design, and content to ensure that it alignments with the goal of our WBI. The evaluation team
was asked to evaluate the delivery method as well as the aesthetics and ease of use of the site.
The evaluation step is a crucial part of the design process as this provides outside feedback and is
utilized to identify strengths and weaknesses of the WBLI prior to implementation.
The experts were given the url to the web instruction site and provided instruction and the
question matrix via email with a need by date. The responses to date are listed in the following
question matrix. The designer note column is to provide explanation or possible site review
Descriptive Paper
41
action in response to the feedback. One web designer has not responded as of the time to turn in
the review (4/ 5).
.
Evaluation Team
Expert
Title
Role
Dr. Jonnie J. Phipps
Curriculum Designer,
Coordinator Quality
Matters,
University of Akron
Web Design Expert
Mr. Anthony Serpette
Web
Developer, Web Design Expert
University of
Akron
Ms. Susan McKibben
Mrg. Training Services,

University of Akron
Content Expert
Ms. Kristen Howard
Curriculum Designer
Content Expert
Mrs. Tammy Hughes
Pickerington School
Systems, 2nd grade
teacher
Potential User
Mrs. Deborah Jones
Ivans Angels, Principle

Owner, Instructor
Potential User
Carmello
5th Grade STEM student
Student User
Ben
Student User
Matthew
Web Design Experts
Student User
Feedback
Designer Notes
Rating Question
1. Does the website

1.No feed back as of 4/5
work properly? If not,
please make suggestions 2.Functional. I noted
some issues with the
for improvement?
navigation and the flow
of the site
Early review as most of

the navigation was not in
place
Descriptive Paper
42
2. Is the website easy to 1.

navigate? Is it intuitive?
Are there enough
instructions?
2.From the homepage, I
was unsure what to do
first. Expected to see the
Learning Time button on
more pages not sure of
the function of the
button
Welcome page added

after this review and will
include instruction.
Replace button with more
specific instruction
button
3. Are the web pages

crowded or
uncomfortable to view?
Is there too much
scrolling? Are the
pages easy on the eyes?
1.
4. Were there any links

that did not work
properly? If so, please
give module or page
reference.
1.
5. Were you able to

move efficiently
through the site? Did
you ever feel
1.
lost navigating through

the site?
the navigation would help the navigation

guide the user. As noted,
not sure where to start
from the home page.
2.Pages are well

formatted and organized.
Little scrolling noted and
the pages/navigation
areas are clearly defined.
2.The Learning Time

link on the Module
Overview did not work.
Buttons were not

activated yet
2.Naming the modules in

Added module names to
Descriptive Paper
43
6. Is the information is
easy to access and
navigate?
7. Is the text easy to

read? Are the fonts big
enough? Is the contrast
between the text and the
background easy to
view?
8. Do you think that the
website would be
considered accessible for
a variety of students?
Why or why not?
9.Was there anything on

the website confusing or
hard to understand?
1.
2.The multilayer slide
outs were functional, but
seemed to hide access
to the content. A longer
and indented left nav
could be helpful.
1.
2.Good contrast between
text and background.
Additional filler text
would be helpful in
reviewing the contrast.
1.
Reviewing this
observation
At time of review site was

still in its infancy
Revised and limited the

slide out menus
2.The slide out menus can

be difficult to navigate for added additional naming
individuals with motor
convention to each page
control issues. Naming
the modules would help
younger students visit the
areas that interest them.
1.
2.When to take the
quiz(es) was unclear.
10. Did you notice any 1.

issues
with
2.Slideout menus as
accessibility?
noted before. Otherwise,
most accessibly issues
Additional navigation
leads user to the quiz at
the appropriate time
Descriptive Paper
44
11.Do you additional

suggestions for
improving
the design, layout,
navigation, or overall
appearance of the
website?
12. What did you like
about the website? What
did you not like?
relate to alttext on images

and the content on the
page. Additional review
when the site is further
along would be helpful
1.
Revised navigation
2. A clearer path through
the site would be helpful
along with relabeling of
the navigation.
.
1.
Revised the banners
2. I liked the design

very crisp and easy to
read. The banner with
text embedded in the
image was a bit
redundant on all the
pages. Review was a
little difficult without the
actual content as this can
shape the navigation and
layout.
Rating Question
Feedback
1. Does the content in the

website help learners
meet the stated goals and
objectives? Are the goals
or objectives clear and
measurable?
1.The goals and

objectives for Module 1
are clear.
2.yes, the objectives are
clear and measurable and
the content and activities
support them; I look
forward to seeing the quiz
which I am guessing will
involve picking out
Designer notes
Descriptive Paper
45
examples of bullying
through different tech
channels
Content Experts
2. Would the content be
interesting to students?
Would it keep their
attention?
1.Yes Although the

table in Module 1 How
is Technology Used...
may be too high level for
Grades 2 4.
2.yes, I think the graphics
and variety of multimedia
make it a very interesting
and attractive site that
would keep the students
engaged with the content
(love the mix of
cartoonlike videos, vokis,
diversity, game, and
young role
models)
Reviewing content for

this area
Descriptive Paper
46
3. Is the content and

instructional material
written
at
an
appropriate
grade level for all
students?
1.The table in Module 1

How is Technology
Used... may be too high
level for Grades 2 4. In
Grades 5 7 there was a
slide with a lot of text
and a video which took a
minute or two to load. If I
click on Learning Time
it refers to the
PowerPoint slide but does
not repeat the content of
the slide. The video refers
to clicking the Back
button but there is no
Back button on the slide
with the Learning Time
assignment. I can use the
Browsers back button,
but other slides have an
Orange Back button on
the slide (for consistency,
would be helpful to have
the same Back button). It
would also be helpful to
have the statistics slide
available on the Learning
Time slide. At this point,
Reviewing content
Added a note that the

page might load slowly
Added back button
Descriptive Paper
47
there is no navigation to
continue the course. I
assume that is the end of
the Module 1.
2.the reading level of the
intro, pretest and module
one seems like it could be
difficult for the younger
students
4. Are there any errors in 1.I clicked the Game:
the content or
What happens Next and
instructional materials on couldnt get out of it and
the website?
return back to the course.
Even if I went all the way
to the end, I couldnt go
back to the course.
Reviewing content
Added instruction that

going to the game opens a
new window with no
navigation back to the wbi
revising
2.typos: mod 1 landing
page "who it happens to;"
mod 1 LOs "text
messages"
Descriptive Paper
48
5. Is the organization and 1.After watching the

structure of the content
cartoon there is an
clear for the students?
assignment to write a
definition of cyber
bullying
and indicate how
technology is used I
wasnt sure if they are to
do this on paper and
submit or if it is meant to
be submitted online.
There didnt appear to be
a way to submit online.
6. Are the selected
this is the discussion page
navigation
2.somewhat; the separate

paths for the different
audiences are clearly
marked; but the paths
within the materials are
still a bit rough
1.For Grades 5 7 it Interesting observation..
would
Descriptive Paper
49
instructional materials
covering the topics
completely? If not, do
you have for suggestions
for content that could be
added to improve this?
be helpful to have them

do more than read the
items on the slide its
also a lot of text for one
slide. Would consider
breaking out and maybe
even asking students to
guess some of the
percentages and then
provide feedback to them
on the actual numbers.
For example, how many
middle schoolers do you
think reported being
bullied at least once?
Then, provide options
50%, 75% and 85% and
give feedback based on
each response.
2.the content is thorough
and engaging
Descriptive Paper
50
7. Are the technologies

1.The videos were very
Add instruction that the
used to deliver content to robotic sounding and took video might be slow to
the students appropriate? a minute or two to load.
load
Some students might not
wait long enough to hear
the audio from the video.
8. Does the website

provided a collaborative
environment allowing
students to share ideas
and interact with each
other?
2.the black color scheme

is hard on my old eyes,
particularly seeing my
quiz responses, but
probably
fine for kids; the
technologies were great
and age appropriate
(though the "nude photos"
bit might ruffle some
feathers)
1.I didnt see where they
share ideas with each
other.
2.yes, the discussion

board does allow this
Age????
no nude photos on the

site, just mentions as one
form of bullying.
Discussion board had not

been developed yet
Descriptive Paper
51
9. Is the discussion
1.I didnt see a discussion Discussion board had not
board an appropriate tool board.
been developed at the
for all levels of students (
time of this review
2nd7th grades)? Are the
2.yes, I think a discussion
videos age appropriate?
board is appropriate
especially given the
education you are
attempting to do about
interacting with others
appropriately online;
might be a good idea to
even put in a
plug/reminder about
creating polite messages
that don't offend; but can
be logistically difficult
and a touchy thing with
these age groups (at a
minimum, it might be
necessary to provide
direction to check with a
teacher or parent about
giving your name and
email, put in a reminder
statement this is an
educational site, behind a
firewall, or whatever);
looks like you may
actually have to click the
comments link to enter a
response (instructions are
missing on the younger
path and may not be
accurate on the older path
as currently written)
Descriptive Paper
52
10. What content or

(some still in
development) is the most
helpful for students?
What content is the most
interesting?
1.I like the pretest. Might

will consider paying for a
be nice to give some
year of weebly to get the
feedback on the pretest.
upgrade to add a feature.
2.loved the pretest; felt a
little disappointed not to
get the immediate
gratification/feedback of
a
may revise the feedback

option to email answers to
the questions with the
score; I think the variety survey submission

of things to read, watch
confirmation.
and do is fantastic and the
right way to go; I think
the multimedia content is
very engaging for these
age groups
Descriptive Paper
53
11. Was there anything on 1.I think it is just because still under construction
the website confusing or only 1 module has been
hard to understand?
developed, so when I got
to the end it just stopped.
As mentioned earlier, be
consistent with a Back
added navigation to lead
button.
2.expectations (are the
activities such as the
student to each area
game, discussion board,
and pretest optional? am I
meant to select only one
option between the
discussion or the quiz?);
under construction
navigation buttons or
instructions are needed on
the discussion or quiz
page (I realize you
probably just haven't
gotten that far yet);
adding instruction on
if others provide
feedback that instructions
are needed for the
multimedia, it might be
enough to "teach" what a
play button looks like on the
the homepage and leave
it at that (though I don't
believe this is necessary
in 2015 with these age
groups); if you can set it
for the game to open in a welcome page
separate tab it would
make things easier
Descriptive Paper
54
12. Do you have

1.Add Cyberbullying vs. Added
additional suggestions for Bullying Differences to
improving
the
the website?
goals/objectives for
added grade specific paths
Module 1 and add the
content as part of Module
1.
2.the written content and
overall feel of the site
feels a little old to me for
the younger group but I
honestly do not know
much about children that
age and I do know that
kids are growing up faster
today
(my impression is
"developing" reading
skills, bright primary
colors, that kind of thing);
I would consider
interesting observation
simplifying the written
content and changing the
color scheme if possible
to tailor to the younger
group and further
distinguish between the
audiencespecific learning
paths;
the site is well organized
and the audience paths are
clearly differentiated, but
it may be less
cumbersome
Descriptive Paper
55
for development,
maintenance, and for the
learners to to simplify by
turning the design around
(2 paths with x number of
modules in themversus x
number of modules each
with 2 paths inside)
Descriptive Paper
56

1.Liked it was separated Changing button wording
about the website? What by Grade Levels and
did you not like?
provided examples.
Thought Grades
57 need Next Button
(maybe in place of
Learning Time and then
Learning Time slide
needs navigation (just
ends there).
2. liked the whole thing
very muchthe multimedia
mix, the relevance of the
content, the graphic you
created, and the
overview/welcome to
draw
people in
Potential Users
Rating Question
Feedback
1. Is the website
appealing to you? What
do you think of the
layout of the pages? Are
the pages comfortable to
use?
1.Love the layout!

2.I would make it a little
more colorful since it is
for kids and use more kid
friendly images on the
landing page to draw
students in.
Designer Notes
Descriptive Paper
57
2. Are the web pages

easy to understand and
navigate? If not, please
give suggestions for
improvement.
1.Very clear and love the

pretest and quiz
3.Was the language used

on the website easy to
understand for the grade
level groupings including
and directions? If not,
please give suggestions
for improvement.
1.I think it would hold

their attention, the only
suggestion is the intro
video is a little over
second grade
4. Does the website

cover appropriate topics
that you feel students
would want to know
about and use?
2.I feel the website is

very easy to navigate
through. I like the way
the modules are broken
up into grade levels.
2.Little concerned about

the language used for
grades 24. In particular
grade 2. Not sure they
would completely
understand what is being
said. Especially
concerning social media.
Most kids at that age do
not know what social
media is and are not able
to get on social media.
1.Material covers the
topics,Great technology
and videos
2.I definitely feel it is a
great topic and feel that
students would want to
know even more about
the topic.
reviewing video for 234
depends on the school,

one designer is a 2nd
grade teacher, one
potential use is a 2nd
grade teacher...
Descriptive Paper
58
5. Do you feel that goals

and objectives of the
website are appropriate
for the grade levels 2 7?
Do you think the students
will be able to
accomplish them using
the website?
6. Did all of the links on

the website work
correctly? Were you able
to access all of the
content or instructional
materials?
7. Do you feel that the
site
promotes
a
collaborative
environment among
1.the goals and objectives

are very clear and the
content meets the
objectives. They will like
the lee and Kim video and
the game what happens
next
2.Same as above (#3) not
sure about grades 24.
Particularly grades
2.Tried it on my grandson
and he didnt understand
it completely. A lot of it
he did after I explained it
to him. His first question
was what is technology?
1. Some of the
links/buttons did not seem
active yet (Learning time)
2.All of the links worked
1.Yes, we do many
discussions in grade two.
Love discussion
timing of review and

construction of site
Descriptive Paper
59
students?
questions!!
2.I know that the site is

still under development
but I didnt see where
there could be any
discussions, etc. I think it
promotes a collaborative
environment though
because it could be used
at several different school
districts. Not just one
school. It could also be
taught as an online lesson
for home schooling.
8. Was there anything that 1.no,very clear
was confusing or hard to
2.At first I didnt see
understand?
where there were any
quizzes but then I read
that it was still in the
development stage.
9. What content or
1.We have to go over this
with our kids yearly, and
(some still in
this would be a great
development) is the most resource!!
helpful for you or
students? What content
2.I believe the most
is the most interesting?
interesting are the videos
for the students and the
resource links are most
helpful for the instructors.
10. Did you have any
1.no, issues cant wait to
issues using the website? see the final product.
2.No issues.
Descriptive Paper
60
11. Do you have

additional suggestions for
improving the materials,
content or design of the
website?
1.The only suggestion is

the intro video is a little
over second grade.
2.I would use a different
image on the landing
page. More geared
towards kids. More
colorful.

1. Liked everything about
about the website? What the site, would like to use
did you not like?
it with my students!
2.I love the topic and feel
that it is very appropriate
for this time.
reviewing video
Descriptive Paper
61
Students STEM school Akron Ohio Carmello 5th grade Matthew , 6th grade, Ben 6th
grade attached pages
Descriptive Paper
62
Descriptive Paper
63
Usability Test
Mothes - Jackson
April 10, 2015
Descriptive Paper
64
Background
The WBLS, Cyber-bullying Awareness, will be provided to several schools, a private
school in Akron, the Pickerington, Ohio school district, and Ivans Angels, a non-profit that
serves the Akron area population. The specific audience for this WBLS are students in grades
two through seven, teachers and parents. Our goal was to design a WBLS that students would be
able to access from their homes as well as in school. We hope that the creation of this
instruction site will help students avoid or stop cyber-bullying.
For this usability test, we had the Akron STEM school multimedia club students evaluate
the WBI modules. There were three students, one fifth grade and tow sixth graders. These
students have had training in cyberbullying and truly understand the ramifications that these acts
of aggression have on the victims lives. The data will be collected through observations and a
written surveys collected from these students. The feedback will be reviewed and used to
improve the site/instruction. We have briefed the students on the purpose and goal of creating
this WBLS as well as purpose for a usability test. The students had 45 minutes to browse the
website, and 15 minutes to offer their suggestions as well as fill out the survey. We asked them
to explore current features knowing that the site was not completed. We believe that the students
would give us a brutally honest review. It was truth was enlightening, the student actually liked
the sight and verbally told us where we could improve. One of the strength was the color scheme
and the games. One of the weakness they felt was there needed to be more information on how
to report instances of Cyber-bullying. This information combined with the expert reviews we
will be able to make improvements to the website before the implementation process begins.
Since Felisha Jackson is not located in Akron, Holly Mothes and another graduate student
monitored the test with the STEM school students. Felisha will be having her 2nd grade class use
the WBLS in the next few weeks. We will then revise the WLBS as needed.
Usability Test Objectives & Goals

The primary purpose of conducting this test is to observe how the students interact with
the WBLS. The test focuses on ease of navigation, the content materials, discussions and
quizzes. Since the site had not been completed when the test took place the student were limited
to 3 modules, 3 quizzes, the pre knowledge survey and two discussion areas.
After the completion of the usability test, the students expressed concern over the lack of
back buttons. We have since added more navigation buttons. We thought there might be some
issues with these areas:
general navigation (due to the split grade levels)

the instruction screens in general (possible grade level comprehension)
Descriptive Paper
65
trouble participating in discussions or taking quizzes (grade level comprehension)

understanding some of the learning materials (grade level comprehension)
Students should demonstrate mastery of these skills while performing the usability test:
navigation bar and navigation arrow are easy to use

additional materials and resources are easy to find and useful
the website appropriately structured for the various grade levels
directions are easy to understand
language is beyond their grade level
the discussion topics provide opportunity for critical thinking
the quizzes provide relevant timely feedback stimulating learning
Methodology
Three STEM school Multimedia club students participated in the usability test,
evaluating the effectiveness of the Cyber-bullying Awareness WBLS. The test location was in
the STEM meeting room, in the Inventor Hall of Fame STEM School. The students were
expected to spend approximately 45 minutes exploring the website. The students were given a
survey sheet with six questions and space that they could make notes on as they navigated
through the site. While the students navigated the site we asked questions to ascertain whether
there were problems or anything that needed clarification. We had explained to the students that
for this usability their job was to complete all of the tasks and give feedback as though they were
the teacher and we were the student turning in our project. The last question on the survey was
do you have any suggestions that would make this web class better ironically the response was
to add more games.
Procedures
1.
2.
3.
4.
5.
Provide the reason for developing the WBLS

Provide the goals of this usability
Provide the users with an overview/instructions for the usability test
Students will use the WBLS test the learning objectives
Students will provide feedback on their experience with the WLBS
Instructions for Users
Today you will be helping us by testing our web-based learning system. Your observations will
help us understand how future students might use this website to learn and develop a
responsibility to help others put a stop to cyber-bullying. Please use this website like you are a
student who is just learning about cyber-bullying. We encourage you to ask questions, and make
comments on what you are viewing. We would like to hear your thoughts as you work through
Descriptive Paper
66
the modules and activates. Please take your time you will have plenty of time to explore the web
site.
The URL for the website is wbicyberbullying.weebly.com
Questions Asked During Usability Test
During the usability test, we asked the students questions:
1.
2.
3.
4.
What is the first thing you are to do?

Are the instructions clear?
Is the navigation easy to understand?
Do you think younger students will be able to
understand the information?
Questions on the student survey

1.
2.
3.
4.
5.
6.
Were you able to navigate the site without problems?

Did you like the information?
Did the information keep you interested in learning about cyber-bullying?
Where any of your questions not answered by the information?
Did the learning materials make sense to you?
Do you have any suggestions that might make the web class better?
Findings/Results
Observation Notes
Each student was able to type in the URL for the web site.
Each student quickly moved through the welcome, and pre-test, introduction, module 1,2, the
quiz for module 1 and 2. They looked at the discussion question but did not post an answer.
They continued on and played the game several times each.
Suggestions for Improvement
Based on the observations and responses from the students:
Add more content to the section on how to report cyber-bullying
Add more navigation buttons
Add more games (this will dependent on games being available)
Descriptive Paper
67
Implementation Plan and Summative Evaluation

Time Schedule of the Implementation
The exact time schedule for implementation of the WBLS will ultimately be determined by the
teachers from the schools who tested the site, the time schedule we are describing is the for the
purpose of this report. We hope that the schools will use it.
May 2015 The WBLS link will be shared with the three grade schools and the community based
non-profit learning center who originally expressed interest in the project.
August 2015 The WBLS link will be shared at the schools with the teaching staff.
Fall 2015 The designers/developers will create an online survey for the school contacts to make
gathering and analyzing the data simple. The school contacts would provide the online survey for
the teacher, school counselors, and school psychologists to indicate whether or not the students
showed interest in the training as well as noting any content changes that might be needed.
Allowing a month for the training to be completed and the surveys returned the
designers/developers and school contact would then analyze data and produce a report with the
results. The designers could make any changes to the learning objectives, instructional strategies,
communication tools, or assessment methods of the WBLS that would be suggested.
Duties and Assignments
The personnel involved in the implementation plan would be the teachers and school contacts so
these duties and assignments are just the vision of the two designers/developers of the WBLS.
Felisha Jackson and Holly Mothes the designers and developers of this WBLS would follow up
with school contacts and assist them in the implementation of the WBLS if needed in the fall of
2015.. The two designers/developers could schedule online meetings with the school contacts
review strategies for implementation and make any modifications to the design and instructional
content of the WBLS if needed.
The teachers and school contacts would be responsible for introducing the WLBS to the students
at the appropriate time during the beginning of the school year. The school contact would be
responsible for providing the online survey to the teachers.
Descriptive Paper
68
Learning Tasks and Facilitation Strategies

The facilitation of the learning tasks will be conducted by the teachers in the designates schools,
hence the strategies described here are only the vision of the designers/developers of the WBLS.
Learning Tasks
Familiarize self with the
WBLS/Read the information on
welcome page
Study content materials of the
modules
Facilitation Strategies
Instructions for navigating the WBLS are

provided in on the Welcome page
After reading the Welcome page follow the

navigation on each page that corresponds with
the applicable grade level.
Read the overview of the module
Review the module objectives for each topic
Read available content materials in each module
Watch videos related to the content if any
Work through any activities that are related to
each module
Participate in Discussions and

Complete Discussion Assignments
Complete Quizzes
Review the Resource page
Follow the navigation prompts to Discussion

pages Review the directions for completing
each discussion activity
Post comments and respond to other posts per
the instructions
Follow the navigation prompts to each module
quiz.
Complete the quiz for the module that you just
completed.
Retake the quiz as many times as needed to
receive a perfect score.
Print your completion certificate.
Explore resources and websites provided on the
teacher resource page
Descriptive Paper
69
Summative Evaluation Plan

The purpose of conducting a summative evaluation is to evaluate the impact of the
WBLS in the learning environment. The WBLS should demonstrate that it has a positive effect
on the students mastery of the learning objectives and stated goals. The initial summative
evaluation will take place during the 2015/2016 academic year.
Materials for Examination
Design Plans
Goals and Objectives

Teacher Survey
Assessment Items
Prototype and Website:
Interface
Navigational Features
Summative Evaluation Strategy

Evaluation Criteria
Question
Data Source
Effectiveness
How effective was the WLBS

in engaging the student in
learning the materials?
Student performance data

from discussions and quizzes
Efficiency
Are there advantages to

having the learning materials
online and available anytime?
Teacher survey
Appeal
Were students engaged in

using the WLBS?
Teacher survey
Stakeholders
The stakeholders for future implementation of this project include:
Initial school contacts participating in the evaluation of the WLSB
Designer/Developers
What is being evaluated?
The Cyberbullying Awareness WBLS is to be evaluated. This includes the appropriate and
effective use of links, multimedia, and textual content that encourages self-directed learning.
Who are the evaluators?
Descriptive Paper
70
Evaluators for the WBLS will be the teachers, school counselors, and school psychologists
observing the students use of the WBLS.
What are the evaluation methods and tools?
Evaluation tool will be an online survey, developed by the designer/developers and school
contacts that will include teacher, school counselors, and school psychologists observation of
WBLS usage by the students during the school day.
How is data collected and analyzed?
The data from the online survey will analyzed by the designer/developers and the school contacts
for use in revising the WLBS to create a more engaging learning site.
How are evaluation results reported?
Results will be compiled and made available online to the stakeholders and other interested
parties..
Reflections
Reflection by Holly Mothes
Description
This semester Felisha and I developed this website for several reason, her students and my
students at the STEM school. Cyber-bullying is a growing concern for students in grade school
as well as into college. The use of technology keeps expanding and as human nature takes its
course so does the misuse of tools. By educating our students, providing rules that can guide
them and providing examples of cyber-bullying we hope that they can avoid an aggravation that
might alter their lives in a negative way.
Impact
Going into this project I never dreamed that it would involve so much time. It has given me a
new appreciation for teachers that develop on line learning material and sites. Looking back to
all of the training Ive had over the last 14 months and all of the discussions on items like the
ADDIE process of instructional design, the initial courses in Quality Matters has just hammered
home that there has to be a clear purpose and direction when developing an online course. I look
at our site and can always find something to improve on. I think my favorite part of the project
was to have my STEM school student grade the almost completed site.
Intent
Descriptive Paper
71
The intent of this project is for any school, anywhere to use it so that students, teachers and
parents will have an understanding of cyber-bullying. The goal of this project was to bring
knowledge and a point of reference to the subject so that others will not be caught up in a
dilemma that could bring harm to anyone. It in our intent to maintain the site until such a time
that it is no longer needed. We hope that one day it will not be needed.
Reflection by Felisha Jackson
Description
This semester Holly and I created the cyberbullying WBLS for many different reasons. Holly
and I both work with children and we knew how prevalent bullying is among kids. We wanted to
focus on cyberbullying because we wanted to provide awareness to our students but from a
different aspect. Cyberbullying is just as important as bullying, but the topic isnt addressed as
much as bullying. So we decided to bring more awareness to cyberbullying, so our students
know what to do if they ever witness and/or become a victim of cyberbullying.
Impact
As Holly has mentioned, I wouldve never imagined how difficult it can be developing and
creating a website. I too have a new found appreciation for teachers who create in-depth websites
and learning materials. While my students were going through the modules, there were times
where they were able to find mistakes that were overlooked when creating the WBLS. Also I
found myself always wanting to modify the WBLS to add/change things to make it what I
believed to be more conducive for students. With that being said, this WBLS can be a platform
that can last for a long time, because it can always be updated with information.
Intent
The intent for this project is for students, parents, and teachers to become more aware of
cyberbullying, and to provide resources on how to prevent cyberbullying. As Holly has
mentioned, our intent is to maintain the site until cyberbullying doesnt exist any longer, and the
site will no longer be needed. But until that day comes, I will continue to use the site in my
classroom to bring awareness to my students, and provide the opportunity for my students
parents to become aware as well.

Descriptive Paper Final-1

Hochgeladen von

Dokumentinformationen

Originalbeschreibung:

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Descriptive Paper Final-1

Hochgeladen von

Copyright:

Verfügbare Formate

1

Final Project Link:

Expert and User Reviews...40

makes this a unique opportunity to engage in WBL is that cyberbullying is an online

Students will be able to define and identify cyberbullying in various technology

Learning Task Map

TOAB for Cyberbullying

2.0 Define the

2.1 Use the learning

3.0 Identify examples

3.1 Identify examples

4.0 Identify who to

4.1 Explore and

Identify where to find

5.1 Use the learning

Identify where to find

Who are the evaluators and reviewers?

Wendy Lampner, Manager Design and

Web Design Experts -evaluators

Anthony Serpette, Webmaster University of

Sample Group of Learners - users

Sample students from STEM school and

Other Tester Participants -reviewers

Deborah Jones, Customer Service Specialist,

What is being evaluated?

Prototype and Website

What are the evaluation methods?

C. Table of Types of Methods and Tools for Formative Evaluation

Methods and Tools

Is the information complete,

Content Design Expert survey

Does the WBID

Content Design Expert

Field Tester Participantssurvey

Do the images, text,

Content Design Expert

Content Design Expert

Content Design Expert

Content Design Expert

Are there titles and

Are goals relevant to

Content Design Expert

Does it have good

Content Design Expert

Preliminary Summative Evaluation Plan

Prototype and Website

A Table of Preliminary Planning for Summative Evaluation

How did the modules meet

Did learners find the WBI

How long did it take learners

results from the surveys after

Instructional Strategy Plan

2. State the Objectives

answer by using the WBLS

3. Explain Relevance of Instruction

Provide examples of scenarios

5. Provide directions on how to

Provide students with directions

1. Present instructional content

Directions on getting the modules

2. Provide learning hints

Provide introduction to key topics