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EdWeb Analysis and Design Complete

Contents
EdWeb Analysis and Design Complete.....................................................................................................1 I. Executive Summary..............................................................................................................................3 II. Analysis..............................................................................................................................................4
a. Instructional Setting.............................................................................................4 b. Goals and Outcomes............................................................................................5 c. Learner Needs and Characteristics.......................................................................8 d. Project Management............................................................................................9 i. Program Timeline: 1 year...........................................................................................................................................................9 ii. Subject Matter Experts (SMEs): Author, Kacey Brown and I will be looking for other SMEs to consult with by emailing the contacts on letterboxing websites.................................................................................................................................................9 iii. Approvals: Kacey Brown ..........................................................................................................................................................9 iv. Big picture: The course will be housed on a larger website that will promote the books and events. It is not part of a credit course or an educational institution..............................................................................................................................................9 v. Time Budget: ...........................................................................................................................................................................9 vi. Hours you need to develop your EdWeb (please show the calculations): .................................................................................9 e. Instructional Goals, Objectives & Assessments...................................................10

III. Instructional Design Model and Learning Theory................................................................................11


1. Learning Activities..............................................................................................11 2. Authoring Tools Assessment...............................................................................16 3. Reflection Questions..........................................................................................16

IV. Design Prototype.............................................................................................................................18


1. Typography .......................................................................................................18 EdWeb Analysis and Design 1 of 42 INTE 5660, Spring 2011 Page

2. Color Scheme.....................................................................................................19 3. Justification and description of the layout of your Absorb, Do, and Connect activities.................................................................19 f. Formative Evaluation Participants.......................................................................20 g. Formative Evaluation Questions.........................................................................21

V. Formative Evaluation Data.................................................................................................................25


1. Advance organizer.............................................................................................32 2. Job Aid terminology............................................................................................33 3. Style Guide Issues..............................................................................................34

VI. EdWeb Reflections..........................................................................................................................35


1. How are you feeling about your EdWeb?...........................................................35 2. What is the most important thing you have learned about designing and developing elearning instruction?..............................35 3. If you could travel back in time to the beginning of this semester, i.e., August 22, 2011, what would you do differently in terms of your EdWeb? ....................................................................................................35 4. Reading Level Assessment. Conduct a reading level assessment on your Functional Prototype and report the results here. .....36 a. Reflections on the results of your Readability Statistics. ........................................................................................................37 5. Categorization of your images. ..........................................................................37 a. Reflections on the distribution of images in your EdWeb. .......................................................................................................39 h. Dual Coding examples. Provide three examples of the dual coding in your EdWeb. Please use a table like the one below. .......40 i. ADA Accessibility.................................................................................................41 a. Reflections on ADA. ...............................................................................................................................................................41 j. Peer Review........................................................................................................41 k. Future plans for your EdWeb..............................................................................42

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I.

Executive Summary

Executive Summary
Name: Melanie Melvin Date: May 9, 2011 EdWeb Title: Letterboxing as a Family Summaries: 1. Instructional setting: New self-paced online course that will supplement the promotional material contained in the Letterbox Mystery website directed toward students that have read the Letterbox Mystery book and their families. 2. Goals and outcomes: Brief course designed to educate parents and students on how they can participate in letterboxing as a family. They will learn the concept of letterboxing, the tools, the terminology and the resources needed. 3. Learner needs and characteristics: Learners will be students in grades 3-5 and their families. They are interested in learning more about letterboxing and excited about learning how they can participate together. 4. Instructional objectives: Using the Job Aid students will be able to correctly identify 6 out of 7 letterboxing terms/images in 3 different simulations. Using the Job aid students will take a web tour to locate 3 of the most popular letterbox websites. They will then have the information needed to correctly answer questions presented in the course and move forward in the course. Given the Job Aid, a virtual compass and a map, students will locate a hidden treasure. 5. Project management: The course will be developed within 12 months in close consultation with Letterbox Mystery author, Kacey Brown. 6. Tool assessment: Creation of the course will tentatively be completed using the Udutu authoring tool.

7. Instructional design model: This course will be based on a Cognitivism/Pragmatism Model. The course aims to equip students to be life long learners by teaching them how to find answers quickly, rather than EdWeb Analysis and Design 3 of 42 INTE 5660, Spring 2011 Page

expecting memorization is most effective. 8. Learning activities: Simulated tools, games and web tours will be included for students to best grasp the material for letterboxing as a family.

II.

Analysis
a. Instructional Setting Instructional Setting
a. Name of organization: Letterbox Mystery Book Companion Site b. Mission of organization: The Letterbox Mystery book is a chapter book that appeals to 3-5th grade children. The book is a mystery where the main characters solve the mystery through a series of letterboxes. Letterboxes are small boxes containing a log book and a stamp. The person seeking to find the letterbox will be given clues or a simple map. Once they find the letterbox they add their personal stamp to the log book and add the boxs stamp to their personal log book. The mission of the organization is to encourage family togetherness and active outdoor fun. We plan to do this by providing family activities and materials to accompany the chapter book that the child will be reading. c. New course or conversion of existing course: New course that will be embed into a larger website. d. Instructional need or opportunity: We anticipate children reading the books and asking their family if they can attend a letterboxing event. Parents or adult family members are probably not familiar with letterboxing or these type events. Therefore the website that promotes the events and the books will also contain this self paced EdWeb that will educate the children in the family about how they can participate with letterboxing. e. Pacing and rationale: The child that has read the book will understand more about letterboxing than their adults will in the beginning. The pacing will be self-paced. The course will be structured so that children can understand the material. The EdWeb and the website will be very simple because we understand that the parent will likely be simply checking it out very quickly. Therefore our pacing needs to be quick to give the adults a quick start guide to family fun. f. Hardware and software: Typical home pc of the families will be using Window, Linux or Mac operating systems. If children access the course from their school library or classroom, they will be running a Windows operating

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system in most areas. g. Browsers and version numbers: The family computer could be configured in any of the standard ways, the most common would be Internet Explorer 8 (24%), Google Chrome 12 (26%) and Firefox 4 (43%) h. Internet access: The family computer will likely be using a broadband connection and wireless modem. If the user is accessing the course from a school library or classroom they will be working on a T1 connection in most instances. i. Firewalls, parental control, access, or security: The family computer is likely going to have a simple firewall and parental controls in place. The school library or classroom will have many more security measures in place and we will need to test the EdWeb from a variety of locations to make sure that all of the features will be operational. During development more research will have to be done to insure that we are not using technology that could be blocked. Stakeholders: The stakeholders are myself, my friend and business partner, Kacey Brown the author of the Letterbox Mystery book, children reading the books and their families interested in letterboxing. We also plan to promote the book and family events to organizations such as Parent Teacher Organizations and churches. The decision makers who would sponsor these events would also be stakeholders.

j.

b. Goals and Outcomes

Goals and Outcomes


Stakeholder group
Kacey Brown, author

Goal and/or outcome desired by stakeholders


Introduce letterboxing to children and their families. Provide education for

Data collection and measurement

Quiz/survey in EdWeb to insure that participants understand. A web tour visiting the most common websites that contain Page

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Melanie Melvin, promoting partner

families so that they will be able to find letterboxes in their local areas. Increase sales and recognition of the Letterbox Mysteries. To learn how they can participate in letterboxing as a family.

letterboxing locations. Sales from the website will be calculated on a regular basis and we should be able to tell which of these purchases came from people that also participated in the EdWeb.

Children that are reading the books and their families.

A local measurement of this goal and the readers participation would be attendance at the sponsored letterbox events. Otherwise this will be measured through message boards on the website that contains the course. Present information in such a way that children can understand. Direct participants to post their ideas for letterboxing in a message board. The activity in the message board will gauge the excitement level. If people do not post in the message board, they are clearly not excited. If there is a great deal of posting, we will know participants are excited about the information. Test your knowledge questions throughout the course. Participants will complete reflection questions within the course to test their knowledge of the concept of letterboxing. They will also participate in a simulation using a virtual compass to test their skills with orienteering.

Obtain additional information to supplement the material in the books that the children will be excited about sharing with their families. Learn the terminology used in letterboxing and orienteering. Understand what letterboxing is and the tools used to participate. Decision makers that sponsor events. To learn what letterboxing is and understand how their organizations members would decide to contribute so that their organization could be a part of these events.

Measurement of this would be the questions asked when presented with the option to participate in the event.

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c. Learner Needs and Characteristics Learner Needs and Characteristics


a. Demographics : Children in grades 3-5. It is important that the material appeal to children, but also be educational for adults who will be the people that take the children out to these events or on a letterboxing adventure. Age range: Children in grades 3-5. Education levels, degrees, etc.: This course will be designed for the children reading the books with a third fifth grade education. Other factors: b. Volunteer or compulsory learners: Volunteer c. Experiences and attitudes toward EdWeb content: Attitudes toward EdWeb topic: Curious attitude looking forward to participating Prior experience: The majority of the children will have read the book, so they will be familiar with letterboxing by reading the book or at the least, the summary on the back of the book. They will be coming to the course to learn how they can participate in letterboxing with their family. d. Prior experience with technology: Online instruction: little to none Internet use: minimal (3-5 graders) are emerging internet users, the course needs to be simple to not distract them, yet still very real to give them a sense of what online learning truly is. Attitude toward eLearning: very interested and excited e. Learning styles and skills: varied f. Reading level: 3-5 grade Attitudes toward instruction: Attitude toward instruction: They want to have fun. Expectations or needs for instruction: Expectation for quick and fun education. g. Other learner needs or characteristics:

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d. Project Management Project Management


i. Program Timeline: 1 year ii. Subject Matter Experts (SMEs): Author, Kacey Brown and I will be looking for other SMEs to consult with by emailing the contacts on letterboxing websites. iii. Approvals: Kacey Brown iv. Big picture: The course will be housed on a larger website that will promote the books and events. It is not part of a credit course or an educational institution. v. Time Budget: Hours per week in meetings Hours per week at home: +10 Total hours per week: INTE 5670 duration x15 Total available time 3 13

195 hours*

vi. Hours you need to develop your EdWeb (please show the calculations): F2F instruction time (hours): 2 Equivalent online instruction time (2 x 60%): 1.4 Minimum development hours required (1.4 x200): 280 Maximum development hours required (1.4 x 400): 560 It will take between 280 and 560 hours to replace the F2F seminar with a self-paced eLearning course I need to find an additional 85 hours to add to the budgeted hours or scale back the content of the Edweb.

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e. Instructional Goals, Objectives & Assessments

Instructional Objectives, aligned with Goals and Outcomes


Goal or Outcome Instructional Objective in this format:
(condition) . . . students will (be able to) (action verb) . . . according to a specific criteria Using the Letterboxing job aid, students will correctly identify 6 out of the following 7 letter boxing terms/images and their purpose for letterboxing in each of 2 different simulations: (1) drive-by letterbox (2) box in bag out (3) logbook (4) orienteering (5) letterboxing event (6) cuckoo clue (7) litter box. Successful completion of this task will award students with a virtual backpack. The virtual backpack will store the tools earned by completing each objective in the course. Given the Letterbox job aid (which includes hints and reminders about navigation), a virtual compass, and a map, students will locate one hidden treasure in a virtual environment. The students will three opportunities to complete. activity. Success on this assessment awards students with a compass for their backpack of tools. Given the Letterbox job aid, which contains the URLs for two of the most popular letterbox websites and directions for finding specific areas on these websites, students will navigate to these sites and find three different tools.Students must correctly identify two out of three tools for each of the two websites. Success on this assessment awards students with a stamp and ink pad for their backpack of tools.

Understand what letterboxing is and the tools used to participate

Be able to read a compass and follow a map to locate a letterbox.

Provide education on how to find events to accompany the Letterbox Mystery book series and other letterbox websites.

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III. Instructional Design Model and Learning Theory


Instructional Design Model and Learning Theory
a. Your theory, model or definition of learning: I agree that learning is a change in knowledge state, that learners should be involved in the education process, and that the degree of learning will rely on the learners engagement in the process. I will base my EdWeb on the Cognitivism/Pragmatism Model. b. Other instructional design models: I agree that for this topic and in our world today, equipping students to be life long learners by teaching them how to find answers quickly, rather than expecting memorization is most effective. Using the Discovery method, I hope to have Do activities for the learners to explore the terms and the process on their own to truly learn the material. c. Other instructional design issues:

1. Learning Activities

Learning Activities
Add Activity rows (in columns 2 through 6) and/or Objective row groups as needed. Remember, four objectives are probably the most you can develop in INTE 5670. Objective
1. Using the Job Aid students will be able to correctly identify 6 out of 7 letterboxing

Activity
Students will review the Job Aid that includes these definitions before starting the course and at any time thereafter.

Absorb

Do

Connect
p. 183

CIV(s)
Supportive

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terms/images in 3 different simulations.

Students will view a video where I will introduce letterboxing terms and supplies. Students will play a game to click the image that represents the displayed term within a time limit. If the incorrect answer is given, the student will have the opportunity to review and try again. Students will pack a virtual letterboxing backpack by choosing the images of items needed on a letterboxing adventure from a group of images that will contain nonrelated images as well. Students will click and drag images that align with the correct term until all images are in the correct place.

p. 70

Supportive; LearnerCentered

p. 143

Contextual; Active

p. 135

Contextual; Active

p. 116

Contextual; Active

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2.Given the Letterbox job aid, which contains a list of the 2 most popular letterbox websites and directions for finding specific areas on these websites, students will tour the websites and then be given 2 activities that will evaluate their knowledge of the tools highlighted on the tour of these popular websites. Students must correctly complete each activity to be awarded a stamp and ink pad for their backpack of tools. If they are unsuccessful students will be directed back to the particular site for remediation.

Learners will put together a virtual jigsaw puzzle to put in order the steps involved in letterboxing (1, choose a box to find from an online catalog; 2, prepare your tools/pack our supplies (multiple puzzle pieces to represent the many items needed before starting out); 3, Follow map to 1st landmark; 4, Gather bearings and orient yourself with the area before proceeding; 5, Continue to other landmarks until you find the location; 6, at suspected location look carefully for the box; 7, carefully remove box; 8, place your stamp in the log book kept in the box; 9, use stamp contained in the box to stamp your personal logbook; 10, carefully place items back in box; 11, place box exactly where you found it; 12, log your exciting adventure in the message board where you found the instructions. Students will be presented with the proper etiquette for letterboxing in a presentation. p. 49

p. 149

Contextual; Active; Learner Centered

Supportive

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After the presentation, students will participate in a role-playing scenario to identify the proper treatment of the letterbox and other letterbox hunters. Students will visit a popular website that catalogs letterbox locations and be challenged to participate in the message boards in response to a thread I started on the message board.

p. 137

Contextual; Active; Social; LearnerCentered

p. 125

Social; Active; LearnerCentered

Contextual; Active; 3. Given the Letterbox job aid (which includes hints and reminders Students will use a simulated compass to go in the requested direction in a game. p. 151 Active; Learner Centered; Contextual

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about navigation), a virtual compass, a map and three practice examples, students will locate one hidden treasure in a virtual environment. Students will have the opportunity to practice on three examples before completing the task independently. Success on this task will award students a compass for their backpack of tools.

Students will be given a map in addition to the simulated compass to locate several hidden items. This will be a gate-keeper task with difficulty increasing.

p. 152

Active; Learner Centered; Contextual

13

Percentages

23%

62%

15%

CIV Justification: 2. Some people learn by being told or shown, but many must discover skills and knowledge for themselves... (p.
125)

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2. Authoring Tools Assessment Tools Assessment


a. Organizational Requirement: No organizational requirements. b. Cost: I am going to start my research with the free options with hope of finding one that will achieve what I would like with no cost. If this is not possible I am willing to purchase the tool that will accomplish my goals. Because I will be paying for this tool myself, free is a much more attractive option if available. c. Experience: Experience with Kineo eXe, but I dont want to use Kineo eXe because based on my experience the simulations would be difficult to create. d. Marketability: Any additional knowledge with authoring tools would increase my professional marketability. e. Complexity: Because this process is so new to me, I think it will be best to keep it as simple as possible while being able to create the simulations. For this reason I like Udutu. f. Exposure: Udutu appealed to me and I like the ease of use. g. Application: The simulations are a large concern and I am unsure how to create them at this point. For this reason I like Simon Shows, Multimedia Learning Object Authoring Tool, and Udutu. h. Tentative decision: I am going to try and use Udutu.

3. Reflection Questions
a. How do you feel about your EdWeb Analysis and Design? Does it feel accurate and complete? Is there anything you feel is missing? I am sure that I will discover more activities to add and possibly replace some of these activities as I discover the technology. I think this document and this outline will be helpful in making sure that I have a starting point for development and clear objectives. b. What was the most challenging or difficult part of writing this document? The most difficult part for me is the specific wording of the objectives. c. What questions or concerns do you have? I have 2 large concerns. One is that I still worry about appealing to both upper elementary students and also adults. The more I consider this, I think I may change the EdWeb to be specific EdWeb Analysis and Design INTE 5660, Spring 2011 Page 16 of 42

to the children and do another for the parents. My second large concern is my ability to create all the games/simulations I would like to have in the EdWeb. d. How are you feeling about developing your EdWeb, based on this document? This document has helped guide the thought process. Because I am a do-er I am ready to start developing right away, often times skipping these important planning stages.

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IV.

Design Prototype
1. Typography

Heading 1 (Lucinda Sans 32)


Heading 2 (Lucinda Sans 24 bold)
Body Text (Lucinda Sans 18)

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2.

Color Scheme

I plan to use the color palette below. I developed the color scheme using Kuler (Prep School). I chose this theme because the colors are bright and exciting without being distracting or too immature, yet kid friendly.

Color

RGB
5-31-87 255-245-137 29-170-18 254-218-255 217-0-61

HEX#
051F57 FFF589 1DAA12 FEDAFF D9003D

Main Purpose
Background Heading 1 Heading 2 Body Text Highlight

3.

Justification and description of the layout of your Absorb, Do, and Connect activities

I didnt want to change the layouts too drastically because my students are young and I dont want to confuse them. The Absorb activities will have the AO at the top of the page. The Do activities have the AO at the bottom and the Connect activities have the AO on the left side.

Justify your layout design, i.e., what are you trying to tell your students through these layouts?

Again, I want to keep it clean and simple, therefore I chose to not include traditional navigation menus. The students will advance through the course using forward arrows. To go back, they will be able to click on the awarded tools in the EdWeb Analysis and Design backpack to go back to these areas. They will be taken backward in the course 19 of 42 Page automatically upon failing a task. INTE 5660, Spring 2011

4.Advance Organizer (AO)


The students will track their progress by using the backpack. The backpack and the tools they have earned will be displayed on every screen, as well as the tools that remain. The icons will have links to go back to that area for review.

5.Formative Evaluation Plan


This is an evaluation of the appearance and layout of the Letterboxing course for kids. The goals of the finished course are: 1. To introduce letterboxing to children and their families. 2. To teach the terminology used in the letterboxing and orienteering worlds. 3. To provide education for the students to be able to find letterboxes in their local area. Please help me improve the way this eLearning course will look. Ask your child how they like the course and use their responses to answer the questions in this evaluation focusing on interface issues such as color scheme, layout, and fonts. Keep in mind this is in no way the entire course and your feedback is valued. In the future, I will ask you for input on some of the content of the course.

f. Formative Evaluation Participants


Formative Evaluation Participants Four elementary students and their parents have agreed to participate in the formative evaluation of my design EdWeb Analysis and Design INTE 5660, Spring 2011 Page 20 of 42

prototype. These students are 2 girls (second and fourth grade) and 2 boys (second and fourth grade). I have asked their parents to help them understand that this is not the entire website and to help them understand the questions. These students are in the target age for the course. The parents understand that they are there to help the students and to enter their childs opinion on each question.

g. Formative Evaluation Questions


Formative evaluation questions 1. On a scale of 1-5 (five being best), how did you feel about the overall layout? a. What did you like? b. What did you dislike? 2. c. What suggestions for improvement of the overall layout do you have for me? The goal of the home page of this Design Prototype is to excite students about these lessons. How would you rate the home page in terms of exciting students about this topic (5= most excited; 1=boring)? a. Please rate the home page as far as how excited you were to begin the course (5= most excited) ____________________ 1. b. The home page will not excite students. My suggestions for making it more exciting are ________________________ 2. c. Neutral but I suggest the following improvements________ 3. d. The home page will excite students but I suggest the following ideas to make it more exciting _____________________ 4. e. The home page will definitely excite students about this topic. The best part of the home page is _____________________ 3. As it stands now, the students will navigate the course using the next arrow buttons. The only way that they can go back in the course is to click the icons in the backpack area. This was done so as not to EdWeb Analysis and Design INTE 5660, Spring 2011 Page 21 of 42

confuse the students and to give little option for proceeding in the course. Do you agree with this theory? (5 = yes 1= definitely not) a. The navigation seems simple and easy to use because: 1. b. The navigation will not work because: 2. c. I suggest you make the following changes: 4. I would like your feedback on the fonts I used for the headings. Please provide suggestions for making the heading fonts easier to read. 1. The heading fonts are very difficult to read. I suggest you make the following revisions____________________ 2 The heading fonts are difficult to read. I suggest you make the following revisions ________________________ 3. Neutral but I suggest the following improvements to make the heading fonts easier to read ____________________ 1. 4. The heading fonts are easy to read. They would be easier to read if you __________________________ 2. 5. The heading fonts are very easy to read. Do not change them. 5. How would you rate the fonts I am using for the body text? Please provide suggestions for making the body text font easier to read. a. The body text fonts are very difficult to read. I suggest you make the following revisions____________________ b. The body text fonts are difficult to read. I suggest you make the following revisions ________________________ c. Neutral but I suggest the following improvements to make the body text fonts easier to EdWeb Analysis and Design INTE 5660, Spring 2011 Page 22 of 42

read____________________ d. The body text fonts are easy to read. They would be easier to read if you __________________________ 1. e. The body text fonts are very easy to read. Do not change them.

6. The image of the backpack and tools to fill it on the Design Prototype is an image I am going to use to show the big picture of this lesson. It is called an Advance Organizer (AO). I will also use this AO as a transition between sections in the lessons. On a scale of 1 to 5, please tell me what you think of this AO. a. I dislike it a lot because ____________________ b. I dislike it because ________________________ c. Neutral but suggest the following improvements_____ d. I like it because __________________________ e. I like it a lot because _____________________ 7. I am planning to place the AO in different areas of the lessons based on the activity. The AO on the side of the page is for pages where I will be giving students an opportunity to connect with others in the letterboxing community. The AO at the top is for pages where I am presenting material for the students to read and at the bottom for activities they will participate in. Please tell me what you think about using different layouts for different types of pages. a. I dislike it a lot because ____________________ b. I dislike it because ________________________ c. Neutral but suggest the following changes_____ d, I like it because __________________________

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e. I like it a lot because _____________________ 8. Do you think that the backpack and tools need a specific name or did you understand the goal without naming them and explaining more about how they work? a. Yes, they need a name. I suggest calling them: b. No, I understood how it worked without more explanation or a name. c. I dont think they need a name, but they need more explanation. d. I dont think they need more explanation, but they do need a name. 9. I am going to have a handout for the students to use during the instruction. They can then take it with them after they complete the instruction. I provided you with a mock-up of the job aid to show you how it will look. What do you think about the design of the handout? a. I dislike it a lot because ____________________ b. I dislike it because ________________________ c. Neutral but suggest the following changes_____ d. I like it because __________________________ e. I like it a lot because _____________________

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V.

Formative Evaluation Data


Question 1 On a scale of 1-5 (five being best), how did you feel about the overall layout? Reviewer 1 5 Reviewer 2 5 Not too jumbled. Able to determine the next steps easily. Reviewer 3 3 This was hard for my 6 year old to understand Reviewer 4 5 It looked good I am not sure what letterboxing is

He thought it looked great! I would have the directions listed with a numeral instead of saying "first." But large and exciting instead of just a list.

The instructions were mostly clear, so he wanted to click where you told him to click. he had no problems navigating to the different areas. Mean [average] score of all your reviewers on this question: 4.5

Revisions you will make to your EdWeb based on this data. I will consider adding numbers to the tasks or making them more clear what comes next. I think the opening video will address #4s comment about not understanding what letterboxing is. Question 2 Reviewer 1 Reviewer 2 Reviewer 3 Reviewer 4 4 5 3 The goal of 5 the home He wanted Pictures are My son was You need to page of this very have things to do it for a little Design dated excited! He flying in. real and Prototype is was very Just

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to excite was students disappoint about these ed he lessons. How couldn't. would you rate the home page in terms of exciting students about this topic (5= most excited; 1=boring)? Mean [average] 4.25

disappointe d he couldn't actually use the website. HA! Once the videos get in there and what not, it will be a bit more exciting.

watching a video and reading is too boring Maybe different colors too.

Revisions you will make to your EdWeb based on this data. I will try to make the page more exciting with animation of the icons.

Question 3 As it stands now, the students will navigate the course using the next arrow buttons. The only way that they can go back in the course is to click the icons in the backpack area. This was done so as not to

Reviewer 1 2 I'm an indecisive person and like to check what I just read, so maybe kids might be too.

Reviewer 2 4 The arrows are very clear. May be a bit confusing for the back buttons.

Reviewer 3 2 My son likes to go back when he plays PBS and kids and things like that. At age 6 he already knows those basic navigation tools. Give them the option to go back.

Reviewer 4 3 I would like a back button You will need to explain the backpack idea if you use it and they may not remember

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confuse the students and to give little option for proceeding in the course. Do you agree with this theory? (5 = yes 1= definitely not) Mean [average] score of all your reviewers on this question: 2.75 Revisions you will make to your EdWeb based on this data. I have added a back button and a drop down navigation tool. I am considering how to explain that the icons in the backpack area can be used for navigation too. Question 4 Reviewer 1 Reviewer 2 Reviewer 3 5 5 I would like 5 your easy to read This looked feedback on good and the fonts I he could used for the read headings. everything Please on the provide page. suggestions for making the heading fonts easier to read. Mean [average] score of all your reviewers on this question: 5 Revisions you will make to your EdWeb based on this data. None Reviewer 4 5 They are easy to read

Question 5

Reviewer 1

Reviewer 2

Reviewer 3

Reviewer 4

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5 5 How would 5 you rate the easy to read fonts I am using for the body text? Please provide suggestions for making the body text font easier to read. Mean [average] score of all your reviewers on this question: 5 Revisions you will make to your EdWeb based on this data. none

5 I like that they are different colors

Question 6 The image of the backpack and tools to fill it on the Design Prototype is an image I am going to use to show the big picture of this lesson. It is called an Advance Organizer (AO). I will also use this AO as a transition between sections in the lessons.

Reviewer 1 5 cool pictures

Reviewer 2 4

Reviewer 3 5 He liked the backpack and assessories!

Reviewer 4 5 It is fine

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On a scale of 1 to 5, please tell me what you think of this AO. Mean [average] score of all your reviewers on this question: 4.75 Revisions you will make to your EdWeb based on this data. none

Question 7 I am planning to place the AO in different areas of the lessons based on the activity. The AO on the side of the page is for pages where I will present be giving students an opportunity to connect with others in the letterboxing community. The AO at the top is for pages where I am presenting material for the students to absorb

Reviewer 1 1 I like things to flow and have smooth transitions. It bothered me that it didn't flow exactly the same. Alex didn't have trouble with it though, but Jack would because he's younger. keep the same orientation since it's a kid site

Reviewer 2 5

Reviewer 3 2 Im not sure I like this. I honestly don't think the kids would care, but I feel like consistancy is best. I would suggest minimizing it, though, if you need more room

Reviewer 4 3 It does not really matter where it is It does not matter what I do on the slide if the directions are clear

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read and at the bottom for activities they will participate in. Please tell me what you think about using different layouts for different types of pages. Mean [average] score of all your reviewers on this question: 2.75

Revisions you will make to your EdWeb based on this data. I am going to leave the AO in the same place throughout the course. Question 8 I am going to have a handout for the students to use during the instruction. They can then take it with them after they complete the instruction. I provided you with a mockup of the job aid to show you how it will Reviewer 1 Reviewer 2 4 Reviewer 3 4 Too much text for a 6 year old. My son is an early reader and can read at almost a 4th grade level. While he could read it, he got bored and asked to do something Reviewer 4 5 It looks like the ones at school so it is fine Seems easy to read

5 clear to read

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else. look. What do you think about the design of the handout? Mean [average] score of all your reviewers on this question: 4.5 Revisions you will make to your EdWeb based on this data. I am going to rewrite the definitions to make them shorter. Question 9 Do you think that the backpack and tools need a specific name or did you understand the goal without naming them and explaining more about how they work? Reviewer 1 No. He loved the tools Reviewer 2 Yes. Naming them could be fun! Reviewer 3 I dont think they need a name, but they need more explanation. Reviewer 4 No, I understood how it worked without more explanation or a name. I understood everything Just a note: I still do not have a clear idea of what letterboxing actually is and why I would be interested in it.

Mean [average] score of all your reviewers on this question: No Revisions you will make to your EdWeb based on this data. I am not going to name the AO something special, just simply call it the backpack of tools.

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1. Advance organizer
AO Location Original state AO: Image, chart or visual (Optimized)

After objective 1

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After objective 2

End of the EdWeb

2. Job Aid terminology


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Identify the word(s) you will use to refer to your job aid in your EdWeb. The job aid will be referred to as the Handout. It is a one page document.

3. Style Guide Issues


Description of the icon, i.e., what is the meaning of the icon Link to handout (job aid) download. Thumbnail of the icon

Describe how will you display links to external sites Links will be underlined and change color once they have been followed. Example: Click here to open the Atlas Quest website in another window.

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VI.

EdWeb Reflections
1. How are you feeling about your EdWeb?
I hate it. Honestly, I dont like anything about it.

2. What is the most important thing you have learned about designing and developing elearning instruction?
It is hard for me to work on the plan without jumping into the design. I see the value of the plan, but I think I needed to practice the activities sooner before continuing to develop the plan. I need to know more about what is possible in the tool I will be using before planning to keep from getting frustrated.

3. If you could travel back in time to the beginning of this semester, i.e., August 22, 2011, what would you do differently in terms of your EdWeb?
Next time, I will make sure I have a clear understanding of what I can realistically do before setting my goals and activities.

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4. Reading Level Assessment. Conduct a reading level assessment on your Functional Prototype and report the results here.
Screen shot of reading level assessment results

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a. Reflections on the results of your Readability Statistics. Did you hit the reading level you identified in in the Learner Characteristics section? No, my statistic report shows 5.7 and I need it to be closer to 3-5. What did you learn from conducting this readability assessment? I learned that the kids who reviewed my site must be on a high reading level. One of the children was in 1st grade and had no problem. The others were 3-5 (mostly 2-3 graders) and had no trouble. What revisions, if any, do you plan to make to your EdWeb? I will try to make it simpler.

5. Categorization of your images.


Category name Definition of category Number of images in each category One example (optimized screen shot) of an image from your fp that exemplifies that category.

Decorative

Decorative visuals are often used to motivate or gain the attention of the learner.

7 on the handout and 4 celebrate images

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Navigational

For online instruction. These visuals enable learners to move around the instruction. Representative visuals provide the same information as the text. Typically, but not always, Representative visuals dual code a small section of text. They make the text more concrete. Simulations and animations are often Representative images. Organizational visuals provide structure, sequence or hierarchy information.

1 -Letterbox.org screenshot link 1 printer icon on handout page 4 videos 8 images in slideshow 1 comic strip

Representative

Organizational

Advance Organizer sidebar on every page

Interpretive

Interpretive visuals are typically used to clarify ambiguous or difficult content. Transformational visuals often are visual mnemonics or analogies. Transformational images

Transformational

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help learners understand an abstract concept.

a. Reflections on the distribution of images in your EdWeb. How many images do you have in each category? How do you feel about that distribution? The majority of my images are videos or contained in the Advance Organizer. I think this is good because they support and give great information. The images on the AO are motivational as well as organizational.

What changes, if any, do plan to make to your images? None at this point.

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h. Dual Coding examples. Provide three examples of the dual coding in your EdWeb. Please use a table like the one below.

Screen shot (optimized or thumbnail)

Location of this image, i.e., the URL or name of the page in your EdWeb

What text does this image replace or dual code? Images in slide show dual code the spoken text.

http://www.softchalkconnect.com/course/serve/lAv7RajMsoIhQX/html

Celebrate pages

Image supports the text and spoken text regarding earning a tool for the backpack. Shows students what to expect supporting the text on the page for the web tour.

Web tour page

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i. ADA Accessibility
Report the results of the ADA test 85% overall. I think this is good considering I wasnt aware I was even doing these things. The one area that was low was the online forms, but I dont have an online form, so I am not sure why this was marked low. Describe how you might assess the ADA compliance of your EdWeb I could research this more and find out why I scored low on this area. You are right, this is much more than can be done in an afternoon. I think I did pretty good and could add more detail to the behind the scenes information to help. But other than that, it would take a great deal of research and study to make sure I had covered all of these areas.

a. Reflections on ADA. Does the organization for which you are developing your EdWeb require ADA compliance? No If yes, what are your plans to insure your EdWeb meets the required compliance level? None What is the most important thing you learned about ADA? That it even exists. I didnt know ADA was involved in elearning. I need to know this and be aware of this when creating courses.

j. Peer Review
What did you learn from the Peer Review another student conducted on your site?I learned that my course wasnt as horrible as I thought it was. I was able to meet with another student and hear her opinions and learn from her perspective. What revisions did you make (or do you plan to make) to your EdWeb based on the Peer Review?Not many; I added more detail in the text in a few areas.

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k. Future plans for your EdWeb


After INTE 5670, what are your plans for your EdWeb? What content might you still need to add? None What instructional strategies, such as simulations, animations, or podcasts do you need to add? I have a video that I created during my summer fall 2012 course about how to make your own letterboxing stamp. Once I have the website developed for the books, I will add the video and the course to separate areas of that website. When do you plan to implement your EdWeb with real students? I hope to create the site for the books within the next year and add the course and supporting information to that.

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