Aimee Willis Edweb Analysis and Design Documentation

EdWeb Analysis and Design
INTE 5660 & 5670 Fall 2010 and Spring 2011
Table Of Contents
EdWeb Analysis and Design ........................................................................................1 I.
1. 2.
Introduction ......................................................................................................2
Project Description .............................................................................................................. 2 Timeline ............................................................................................................................... 2
II. III. IV.

1. 2. 3. 4. 5. 6.
Instructions .......................................................................................................2 Executive Summary ...........................................................................................4 Analysis ............................................................................................................5

Instructional Setting ............................................................................................................ 5 Goals and Outcomes ........................................................................................................... 8 Learner Needs and Characteristics .................................................................................... 10 Project Management ......................................................................................................... 14 Scoping your EdWeb.......................................................................................................... 16 Instructional Objectives & Assessments ........................................................................... 18
V.
1. 2. 3. 4. 5.
Design ............................................................................................................. 21
Instructional Design Model and Learning Theory ............................................................. 21 CIV Implementation........................................................................................................... 22 Learning Activities ............................................................................................................. 24 Authoring Tools Assessment ............................................................................................. 27 Reflection Questions ......................................................................................................... 29
EdWeb Analysis and Design INTE 5600
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I.
Introduction
1. Project Description
The EdWeb project includes the analysis, design, and development of an instructional website. It extends through the first two courses in the eLearning program: In INTE 5660 (this course), you will analyze and design your EdWeb In INTE 5670, you will conduct formative evaluations on a design prototype and a functional prototype of your EdWeb. You will also complete all of the instruction, i.e., all of your Absorb, Do, and Connect activities plus all of the dual coding for at least two objectives.
The word complete is in quotations because if you have a quiz, mastery test, animation, simulation, or podcast in your EdWeb, you will learn those technologies in INTE 5680 and can add them to your EdWeb as you learn them. The topic or focus of your EdWeb is your decision. We encourage you to select something you can use at work. If thats not possible, then perhaps you can develop an EdWeb for a volunteer organization, the school your child attends, the retirement facility where you parents or grandparents live, or perhaps a business you want to start. It is a good idea to select a small topic, i.e., your EdWeb will ideally take your students about an hour to complete. The research indicates that it takes approximately 200 to 400 hours to create one hour of self-paced elearning. There is an article about this development time in DocSharing and more information below. Your EdWeb can be either self-paced elearning or group-paced learning, like our INTE 5660 course. The EdWeb examples we provide are all self-paced elearning. Most importantly, the website must employ the instructional and visual design strategies we study in this course and INTE 5670.
2. Timeline
Submit the Analysis and Design sections of your Edweb proposal separately: Analysis: Due November 22nd Design and Executive Summary: Due December 6th
Do not separate the sections. Your Analysis and Design should be contained in a unified proposal document.
II.
Instructions
Read the entire document before beginning. Answer each question to the best of your knowledge and ability. This is an iterative process; your initial answers need not be comprehensive. I am researching this question is acceptable for at least the first iteration. Eventually, you need to answer each question.
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Even some of the answers you are confident about today may change in the future. Be sure to revise your answers as you learn more about this project, your content, your learners, and your instructional setting. Note: This job aid is designed for both K-12 and corporate EdWebs. Some questions may not apply to both settings. Enter N/A for questions that dont apply to your project. We may challenge your answer, or you might change your mind, but its okay to skip questions initially.
Write only in the tinted boxes.
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III.
Executive Summary
Readers should be able to find all the most important facts about your project in the Executive Summary. It is a one-page snapshot of your analysis and design, intended to help stakeholders (sponsors or anyone interested in the project) understand and support your EdWeb. Do not overwhelm your audience with too much detail. Though it is the first section the reader sees, it should be written last. Do not complete this section until you have completed your analysis and design work and written the rest of your proposal. Your Executive Summary should be no longer than one single-spaced page, and should include, addition to basic information about your EdWeb, a one- to three-sentence summary of each section of the document. Provide all information listed in the box. Write only in the tinted boxes.
Executive Summary
Name: Aimee Cameron Willis Date: December 6th, 2010 EdWeb Title: The Dramatic Elements: Giving Life to Creative Writing Summaries: 1. Instructional setting: This EdWeb is designed for learners aged 15 and older who would like to begin a unit of study in Creative Writing. It is self-paced and voluntary for self improvement purposes; however, could be utilized in addition to f2f instruction by teachers. The unit will provide instruction and dynamic activities to increase learners knowledge of and desire to implement the dramatic elements into their creative writing. The dramatic elements include passion, character, theme and premise. Goals and outcomes: Increase learners knowledge and implementation of the dramatic elements in original work. Completing this course of study will encourage the learner to identify the dramatic elements in existing written work, as well as develop the ability to introduce them into their own creative writing. Learner needs and characteristics: Participating learners will be aged 15 or older with no maximum age proposed. They will have a working knowledge of lower level writing that will facilitate them in terms of grammar and sentence structure. Gender, race and ethnicity will not affect ones ability to successfully complete this instruction. However, the learner must be proficient in speaking/writing in the English language. Instructional content: The content of instruction will include stories available in audio and visual formats, a job aid providing definitions for terms specific to the material, as well as a variety of activities, including reading, classifying, and pondering, to help guide learning, reinforce knowledge and meet instructional objectives. The focus of the instruction will be identifying the Page 4 of 86
2.
3.
4.
dramatic elements in existing work and how to apply them to original work. 5. 6. 7. Project management: I am devoting 300 hours to this project over a 15 week period. I intend to divide the allotted time into 20 hours per week. Tool assessment: At this time, I have decided to use Dreamweaver to develop this project. Instructional design model: The Common Instructional Values developed for INTE 5660, which include contextual, learner centered, active, social and supportive elements, as well as Hortons Absorb, Do, Connect model will be used to design the instruction for this web based learning course. Learning activities: Learners will absorb information, in this case stories, presented in an audio or visual format. A job aid will be available to the learner containing vocabulary specific to the material. Learners will then engage in do and connect activities that will encourage them to cite, match and ponder the information presented to increase their understanding and retention of the material.
8.
IV.
Analysis
Write only in the tinted boxes. Your name: Aimee Cameron Willis Tentative EdWeb title: The Dramatic Elements: Giving Life to Creative Writing
1. Instructional Setting
Describe the following: a. Instructional need or opportunity: What business or learning problem needs to be addressed? b. Will this online course be self-paced or group-paced? (For example, INTE5660 is a group paced, online course.) Include your rationale for your decision and describe the benefits and potential drawbacks of your answer. Self-paced c. Hardware and software: What hardware and software are learners likely to have access to? d. What browsers and version numbers are your learners using? e. What kind of Internet access do your learners have, i.e., cable, dish, T-1, phone? EdWeb Analysis and Design Page 5 of 86 INTE 5600
Typically, schools have f. What firewalls, parental controls, or other access, privacy, or security issues are your learners using?
g. What other technology, hardware or software challenges do you know of at this time? h. Who are your stakeholders: For example, in a K-12 setting, the stakeholders are probably students, teachers, parents, and perhaps the school board and/or the community. In a corporate setting the stakeholders are probably learners, managers, executive sponsors, perhaps HR, and the CEO or board of directors. Stakeholders are those who have a specific interest in the project, outcome, or budget. List your stakeholders by title and/or name here. i. What other instructional context issues, challenges or problems are important in this situation?
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Instructional Setting
a. Instructional need or opportunity: The instructional opportunity this EdWeb will provide is to demystify the inspiration and foundation upon which creative writing is built by guiding learners through the process of developing passion, theme, character and premise. For those individuals interested in creative writing, the dramatic elements are integral in story structure. I am approaching this project independently and will develop it to help build a professional portfolio. However, I would like the EdWeb to be useful to others, so I intend to inform former professors and teaching colleagues about its content and objectives and forward the link to those interested in utilizing it. b. Pacing and rationale: Although this instructional Edweb could be either self-paced or group-paced, I will move forward in setting it up as self-paced so that individual learners can access, undertake and complete the work at their own pace, just as the creative writing process is intended. c. Hardware and software: At this time, no special hardware or software needed is projected, just simply access to the web. d. Browsers and version numbers: Firefox 3.0 or higher will be recommended simply due to personal experience working with Safari and Internet Explorer, both of which tend to be less stable and crash more often than Firefox. e. Internet access: Typically, I forecast that learners accessing this Edweb would have access to high speed internet such as cable, DSL or T-1 through their home or school. f. Firewalls, parental control, access, or security: At this time, I do not foresee any issues with firewalls, parental control, access or security. g. Other hardware/software challenges: None known at this time; although, I am sure as I get further into the project any challenges will become apparent. h. Stakeholders: Stakeholders will include individual voluntary learners interested in creative writing that are seeking self paced instruction in order to learn more about and/or jump start their creative writing process. This group of learners could extend to students (high school and beyond). In the event that high school, college or continuing education students are stakeholders, then the list would be extended to their teachers, parents and administrators at the school(s) that would be interested in utilizing this EdWeb as an alternative means to F2F instruction, or as a supplement to their current curriculum. i. Other instructional context issues: EdWeb Analysis and Design Page 7 of 86 No other instructional context issues known at this time, but I will be prepared to add INTE 5600 any that arise as I continue to develop the Edweb.
2. Goals and Outcomes

What does each group of stakeholders need to see to consider this instruction successful? These results might be standards set by stakeholders, such as the State or your school district, competencies set by a professional organization or licensing agency, etc. In a corporate setting, it might be an increase in sales or a decrease in error reports. Use the table below to answer this question. Notice in the table below, you need to determine if the instruction meets the desired outcomes of each group of stakeholders. For example, if one of the outcomes a group of stakeholders needs to see is an increase in sales, how will you measure that increase? Obviously, if the desired outcome is increase in sales then you need to collect baseline data in order to calculate the increase in sales.
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a. Identify your stakeholders, outcomes and measurement plans using the table below.
Goals and Outcomes (example)

Stakeholder group
Department managers
Outcome desired by stakeholders

5% increase in sales
Data collection and measurement

Compare baseline sales data collected July 1, December 31, 2010 with post-training sales data: January 1 July 31 2011. Group discussion: compare current instructional activity with EdWeb.
4th grade students
Fun, entertaining, interactive instruction
Use this space to include other outcomes you need to measure:
Goals and Outcomes

Stakeholder group
Voluntary Individual Learner
Outcome desired by stakeholders

Increased desire to undertake the creative writing process and produce original work based on knowledge gained.
Data collection and measurement

Formative evaluation questions that address learners level of knowledge gained and desire to engage in the writing process after completion of the Edweb. Classroom discussion of the effects the Edweb has had on students writing, as well as formative evaluation questions that address the learners opinions of the degree of interactivity, the entertainment value and the desire the student has in engaging in the creative writing process after Edweb completion.
Students (whose teacher may implement Edweb as means of additional or alternative instruction)
Entertaining, interesting and interactive instruction that makes creative writing fun, less intimidating and more accessible by means of demystifying the process.
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Parents/Teachers/ Administrators
Increased student desire in creative writing, as well as increase in quality of completed work.
Compare results of current instructional activity to results of work produced after completion of the Edweb. Comparison will include students desire to participate in writing, as well as the quality of the work produced.
Other outcomes: Demystification of the writing process, increase in learners perceived competency and comfort level for creative writing and increase in desire to create original work.
3. Learner Needs and Characteristics

a. What are the demographics of your learners? Age range Education levels, degrees, etc. Other factors, e.g., gender, race, ethnicity, languages, disabilities?
b. Are these learners volunteers? That is, are they required to take this instruction, or will your EdWeb be considered self-improvement? Note: Volunteer learners dont have to participate - they can leave your EdWeb at any time. You will be challenged to keep them motivated. c. What prior experience do potential learners have, and how is it related to the content? Examples: Perhaps your students have no prior experience with a specific piece of equipment, but are familiar with similar equipment being replaced, e.g., the content is panoramic photography and the students are photographers who use digital SLRs. The EdWeb topic is using smart boards, and students have extensive experience using traditional whiteboards.
This information is important because in your Absorb activities you can compare and contrast prior experiences with new information, helping learners connect the new with the old. d. Technology experience Approximately what percentage of learners have taken online instruction before? Approximately what percentage of learners use the Internet for educational or professional reasons?
1. Online instruction can be frightening or frustrating to users unfamiliar with no prior experiences with elearning. Additionally, users who have had negative experiences with elearning may not expect to like your EdWeb. When you design EdWeb, you want to EdWeb Analysis and Design INTE 5600 Page 10 of 86
consider these demographics. Motivation precedes effort so an important part of your EdWeb Design is motivating your learners. e. Learning styles and skills Please see Impact of Learning Styles in DocSharing. f. Reading level What is the reading skills/level of the learners? Note: American corporations assume a 10th grade reading level. In INTE5670, you will run a Readability test on your EdWeb and compare the results to your answer to this question. g. Learner expectations and/or assumptions Do they have a positive attitude toward instruction? Do they have a positive attitude toward this topic? What do they want or expect from instruction?
h. What other learner needs or characteristics are important and/or relevant to this project?
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Learner Needs and Characteristics

a. Demographics Age range: Recommended minimum age is 15 years, but no limitation of maximum age is necessary, as this Edweb would be beneficial for any individual interested in learning more about creative writing. In my opinion, one is never too old to strengthen writing skills. Education levels, degrees, etc.: High school, college or beyond. No specific educational requirements in terms of degrees are necessary; however, a working knowledge of lower level writing will be helpful in terms of grammar and sentence structure, which is why the recommended minimum age is 15. By this age, most learners have been exposed to aspects of Language Arts that would allow for this Edweb to be appropriate in terms of educational level and knowledge of base writing skills. Other factors: This Edweb will be appropriate and informatively instructional for individuals simply interested in creative writing, such as a continuing education scenario in which a learner desires guidance on creating original works but is unsure of how to begin the process. However, it would also be beneficial for high school and college students as an additional means of instruction. Teachers could implement this Edweb in addition to, or as a replacement of F2F introductory instruction of the Dramatic Elements. Gender, race and ethnicity have no bearing on ones ability to successfully complete this Edweb; however, due to the content of the Edweb a learner needs to be proficient in the English language. b. Volunteer or compulsory learners: As stated, this Edweb could be a requirement within a high school or college class, but is also considered voluntary to individual learners as a means of self improvement. c. Prior experience with content: The learners participating in this Edweb will have had prior experience with literature and writing, but may not have had exposure to the Dramatic Elements, yet, or how they are integral in the creative writing process. Depending on the educational level the learner is currently at, the concepts of passion, theme, character and premise may be a review with additional guidance of how to implement these elements into creative writing. However, for those at the lower end of the recommended age appropriate spectrum, these learners may not have had exposure to these concepts, yet, and this Edweb could be their initial experience with them.
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d. Prior experience with technology: Online instruction: I forecast that approximately 50% of learners will have had experience with online instruction. This will probably include most participating learners that are college students or voluntary learners that are participating on a continuing education, self improvement basis. Internet use: I believe that at least 95% of learners considering this instructional Edweb currently use the internet for educational or professional reasons. e. Learning styles and skills: As highlighted in the article Impact of Learning Styles on Interactivity in Asynchronous eLearning, the focus of this Edweb will not be developing interactivity based on the cognitive learning styles (auditory, visual and kinesthetic). I will endeavor to appeal to all the learning styles simultaneously by applying adult learning theory and sound instructional design methodologies. I will design a variety of interactivity around content and learning objectives so that learners internalize the information and increase the retention of knowledge gained. f. Reading level: Based on the minimum age recommendation of 15 for this Edweb, I will adopt the assumption that learners will have the reading skills equivalent to a 10th grade reading level. As previously stated, this reading level will provide learners with a solid base of skills commensurate with experience needed to successfully complete the instruction this Edweb will offer. g. Expectations and/or assumptions: Learner expectation and/or assumptions may be divided based on the type of participating learner. Voluntary learners that are participating as a means of self improvement will likely have a positive attitude toward instruction and the topic and approach the Edweb with a sense of curiosity, desire and expectation of learning more about how to improve creative writing skills. Alternatively, compulsory learners who are required to complete the instruction offered within the Edweb as a supplement to their English or Language Arts class may not approach the topic or instruction with a positive attitude. Students with preferences in math and science often view creative writing as challenging, intimidating or difficult. Therefore, a major focus in designing and developing this Edweb will be to motivate learners whose interest may not lie in this subject area but who come away having had a fun, interesting and positive experience with developing the writing process. Other learner needs or characteristics: At this time, I cannot think of additional learner needs or characteristics; however, I am certain more will come to light as I move forward in the design and development phase of this project.
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4. Project Management
a. Program Timeline Your EdWeb will be nearly complete at the end of the second course in the Certificate Program, INTE 5670. You may enhance your EdWeb in the third course, IT5680, i.e., you may add special features such as mastery tests, quizzes, podcasts, animations, simulations and other multimedia. Note: There are no assignments in INTE 5680 that require you to enhance or update your EdWeb. Any revisions you make to your EdWeb after INTE 5670, are strictly on your own. 2. Do those milestones fit with the needs and/or expectations of the organization sponsoring your EdWeb? If not, describe how you plan to handle the discrepancy. b. Content Expertise Are you the content expert? If not, is an expert available to help you develop the content and review it for accuracy? Do you anticipate any problems in working with this expert, e.g., time available, schedules, time zone differences? If you are a content expert, you may still want a second set of eyes to review your content. Who will be available to provide this support?
c. Other Resources What other experts or resources do you need? For example, do you need to work with the IT department when you are ready to implement your EdWeb? When do you plan to discuss this project with each expert? Identify your experts and when you plan to inform them of your EdWeb in the table below.
Expert Interview or Request for Assistance (Example)

Name/Title of Expert
John Doe, IT Manager
Approximate Date for Discussion

November 3
Notes about what you want to say
d. Approvals Who has to approve this project? For example, does someone in your school or HR department need to approve your design before you develop it? When do you need to get their approval? List the names and titles of the people who need to approve your EdWeb. e. Organizational Change Issues eLearning projects frequently fail due to resistance to organizational change. Are you breaking new ground in your organization with your EdWeb? If yes, who may be threatened or intimidated by it? (Please use titles, not personal names, for these questions. See the Lance Dublin chapter entitled Success With E-Learning: People Issues Are The Key. http://tinyurl.com/ylfhbqt EdWeb Analysis and Design INTE 5600 Page 14 of 86
Who directly supervises the learners who will take your EdWeb? Does this person support and/or value elearning or your approach to elearning? Are there people who are threatened by or fearful of elearning and/or your EdWeb? If yes, list their titles and how your EdWeb threatens or concerns each person. List each group of stakeholders and describe how and when you will inform them about your EdWeb.
f.
What other resources or project management issues are important or relevant to this project?
Project Management
a. Program Timeline: The milestones outlined in the Project Management: Program Timeline section are sufficient and provide ample time for development without constraints to outside organizations, as this is an independent project b. Content Expertise: Currently, I am the content expert. However, I will seek suggestions for improvement from a former mentoring teacher who is a professor specializing in creative Language Arts for Education. c. Other Resources (see table): At this time, no other resources in the way of expertise is foreseen to be required. However, as I progress in the development of the project a need may arise which I will address by seeking out the appropriate expert to consult.
Expert Interview or Request for Assistance

(add rows as needed) Name/Title of Expert
Pam Cole / Professor of Education Lang. Arts at Kennesaw State University
Approximate Date for Discussion

Feb 4st, 2011
Discussion Notes
Provide Dr. Cole with the prototype of the Edweb and request suggestions for improvement in content, objectives and interactivity based on content and objectives.
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d. Approvals: This project requires no official approval in the way of design or content.
e. Organizational change issues: Organizational changes are not foreseen to be an issue that could negatively impact this project at this time. This instructional Edweb will be in addition to current instructional strategies and voluntary for teacher implementation, as well as for other individuals interested in developing their creative writing skills.
f.
Other resource or project management issues: Although no project management issues are projected, I do believe that a relevant resource issue will be to find a way to make the Edweb available via search engine in order to enable individuals not associated with a class or creative writing group to locate and access it.
5. Scoping your EdWeb

There are four factors to consider when deciding what to include in your EdWeb: a. Instructional Context: Will your project stand alone, or is it one section or unit of a larger course or curriculum? Is it new instruction, or are you converting an existing faceto-face program? b. Time Budget: How much time do you have to work on EdWeb development? Will you be able to work on it during normal working hours? How many hours per week outside of work can you devote to your EdWeb? Remember that Edweb development takes place in INTE 5670, a 15-week course. Heres an example of a time budget: Hours per week at work: Hours per week at home: Total hours per week: INTE 5670 duration Total available time 8 +10 18 x15 270 hours*
*does not include INTE 5600 project hours c. Development Analysis: Approximately how many hours will you need to develop your EdWeb? As a rule of thumb, one hour of self-paced, online instruction requires between 200 and 400 hours of analysis, design, and development. Given our example budget of 270 hours, you would not be able to complete much more than about one hours worth of instructional development by the end of INTE 5670, though you may plan to continue developing your project after the course. To estimate how long it will take students to complete your EdWeb, consider how long it takes to complete the same course in a traditional, face-to-face (F2F) course. SelfEdWeb Analysis and Design INTE 5600 Page 16 of 86
paced elearning typically takes about 60% of the time required for an F2F course. Lets take a 16-hour seminar as an example: F2F instruction time (hours): 16 Equivalent online instruction time (16 x 60%): 9.6 Minimum development hours required (9.6 x200): 1920 Maximum development hours required (9.6 x 400): 3840 It will take between 1920 and 3840 hours to fully replace the seminar with equivalent elearning. For more information about hours/hour estimation, see How Long Does It Take in DocSharing. Notice that one of the variables is expertise. This applies to your expertise as a subject matter expert, as an instructional designer, and with development tools. d. Scope alignment: How does your Time Budget compare to your development analysis? Are those numbers close enough to make this project doable? If not, you must either increase the amount of time available or reduce the scope of the project. Our example course would take at least 1920 hours to develop, but only 270 hours are available in our example Time Budget! Thats a pretty significant misalignment. There are several ways to reduce the scope of your EdWeb. If it is part of a larger course or curriculum, consider converting fewer units or sections of the overall program to elearning. For a stand-alone program, you may not be able to include as many activities as you might like. Scope can be measured in learning objectives. Cutting scope means including fewer objectives, and therefore activities, in your EdWeb. Consider your time budget and development requirements when writing your objectives.
Scoping your EdWeb

a. Instructional Context: This project will be considered as the initial unit of a larger course or curriculum based on creative writing. The entire unit would move from the dramatic elements to story structure and then to developing three acts. Acts would include the checkpoints; ie. Act I includes hook, backstory, trigger, Act II includes crisis, struggle, epiphany, Act III includes plan, climax and ending. It can be considered new instruction to those who are voluntary participants who have sought instruction, but may be a conversion of F2F instruction if a teacher utilizes it in his/her classroom. b. Time Budget: At this time, I foresee 20 hours per week being devoted to this project, which is a total of 300 hours. c. Development Analysis: After reading the article How Long Does It Take, I realize my expertise is very limited in the development of this project, so these projections could change dramatically as I proceed and begin to understand more about developing eEdWeb Analysis and Design INTE 5600 Page 17 of 86
Learning. However, I feel the following numbers are a reasonable assessment of time conversion. F2F instruction time (hours): 2 Equivalent online instruction time (x60%): 1.2 Minimum development hours required (1.2x200): 240 Maximum development hours (1.2x400): 480
d. Scope alignment:. After revisiting my objectives, I have decided to put one on hold for now. With two objectives in place, I believe my conversion time is more in line with the 300 hours I have allotted to the project. I hope to find that as I develop the project I will be able to add the third objective back as a result of the other two objectives and activity development not eating up so much of the time budget. However, if the third objective remains excluded, the 300 hour allotment falls in between the 240-480 hour projection for the two objectives I will focus on. This scaling back of scope will allow me to concentrate on developing activities to help learners meet the two objectives.
6. Instructional Objectives & Assessments

Instructional goals and objectives are not the same thing. Goals are long range intended outcomes. They are typically used in policy making and general program planning. Objectives, on the other hand, are descriptions of skills or abilities students will demonstrate after they successfully complete a specific unit of instruction. See Shaping Department Goals and Objectives for Assessment. http://web.bsu.edu/IRAA/AA/WB/chapter2.htm There are various rules and guidelines for writing instructional objectives. For a table comparing Mager, Gagne/Briggs, and the ABCD methods, go to
http://classweb.gmu.edu/ndabbagh/Resources/IDKB/objective_formats.htm
The UCD Faculty tutorial is another good resource: http://www.ucdenver.edu/faculty_staff/faculty/center-for-facultydevelopment/Documents/Tutorials/Assessment/index.htm Your instructional objectives must meet the following criteria: What specific behavior or performance must students demonstrate when they complete this instruction? How will you measure that, i.e., what specific assessments will measure if students have learned? Do each of your objectives: o Use action verbs? Page 18 of 86
o o o o o o
Use simple language? Describe student rather than teacher behaviors? Describe a learning outcome rather than a learning process? Focus on end-of-instruction accomplishments rather than subject matter coverage? Indicate a single outcome per objective? Link to something the student has to do on the job or in another instructional setting?
3. (Reference: http://web.bsu.edu/IRAA/AA/WB/chapter2.htm) 4. 5. Enter your objectives and measurements in the table below. Before you begin, review the Design section below entitled Learning Activities. Some designers find it easier to write their instructional objectives after they draft their learning activities. This is an iterative process! 6. If your students are volunteers and taking your EdWeb for personal, self-improvement reasons, measuring how much they learned may be a challenge, i.e., they may not take a mastery test. In these situations, consider two complementary measurement strategies. First, you can create quizzes or self-assessment questions with helpful feedback for each question. Many learners like that kind of self-check (Do) activity. Your quiz questions can originate with whatever you enter in column two in the table below. 7. For volunteer learners, you might also provide a short survey to collect data about their opinions of your EdWeb. Consider the formative evaluation questions you wrote for your Webinar. a. List your instructional objectives in the first column and describe how you will measure achievement of that objective in the second column.
Learning Objectives and Measurements (example 1)

(compulsory learners)
Objective
Be able to parallel park.
How will you measure achievement of the objective?

Park within 12 inches of the curb, between two cars or barriers, driving your own car, twice in three attempts.
Learning Objectives and Measurements (example 2)

(voluntary learners) EdWeb Analysis and Design INTE 5600 Page 19 of 86
Objective
How will you measure achievement of the objective?

Self assessment question: Use your job aid to determine one possible cause for the following five health issues: Headaches Nausea Diarrhea mood changes sleep problems
Given a job aid, identify MSG in food as a possible cause of specified health issues.
b. What resources (databases, tools, documentation, articles, books, job aids, people, etc.) will learners need during this instruction? How will you obtain these learning resources? c. What other instructional content issues are important or relevant to this project? 8.
Learning Objectives and Measurements

add rows as needed Objective How will you measure achievement of the objective?
Provided the story entitled "The Corpse Bride" and a guided activity as a model, three additional folk tale stories will be presented in which the learner will identify the two dramatic elements focused on in the Edweb Passion and Theme. Given a job aid, the learner will correctly identify 2 out of 3 examples of Passion and Theme.
Measurement by means of self assessment quiz.
Matching quiz
Given a job aid, the learner will select a EdWeb Analysis and Design INTE 5600
Learner will post to a monitored Page 20 of 86
Passion and Theme concept, justify their selection and expound how he/she may use the selections in an original piece of writing.
creative writing blog for feedback.
a. Resource needs: A job aid will be provided that outlines the definitions of passion, theme, character and premise and other terms that may be necessary to know, but not necessary to memorize. Although Passion and Theme will be the focus of the Edweb, Character and Premise will be referenced and their definitions made available since they are the other two elements. Other resources required will be links to the stories The Corpse Bride, The Red Shoes, and the Handless Maiden (these are the stories selected at this time). These may be embedded or linked depending on development phase issues. b. Other instructional content issues: I will have to research the use of images and copyrighting. I would like to use images from Tim Burtons The Corpse Bride, but do not want to infringe on any copyright protection they may be under. I read through the information in the course shell in which the same type question was posed regarding Harry Potter spells, but need to research it further.
V.
Design
Keep this document in one file. That is, send all sections each time you submit it for review. Write only in the tinted boxes.
1. Instructional Design Model and Learning Theory

a. What is your theory, model or definition of learning? For example, some say learning is the process of personalizing new information, while others feel it is the process of memorizing new information. Whats your definition? For summaries of the three major theories, see http://classweb.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm b. Other than the CIVs and Hortons Absorb, Do, Connect model, what, if any, other instructional design models do you plan to use? See Instructional Design Models: http://carbon.cudenver.edu/~mryder/itc_data/idmodels.html. Note: You are only required to use the CIVs and Horton for this class, but your organization may have a different instructional design model, strategy or template. If EdWeb Analysis and Design INTE 5600 Page 21 of 86
you plan to use ADDIE, please describe what assumptions the ADDIE model makes about the learning process. c. What other instructional design issues are important or relevant to this project?
Instructional Design Model and Learning Theory

Your theory, model or definition of learning: My theory of learning is that it is an ongoing, unending, life long process in which a learner personalizes new information by building on preexisting knowledge. Although I do agree with some aspects from each of the three principles, the Constructivism/Interpretivism model presents the most authentic aspects of learning in my opinion. I believe that learning is a very personalized process and no two individuals learn information the same way. Each learner has their own set of experiences and prior knowledge in which to build upon; therefore, there are multiple perspectives on how to order new information being received and processed. The use of knowledge is flexible and based on the situation and the learner utilizing it. New information, or knowledge, can be relevant or irrelevant depending on the meaning imposed by the learner. It is for this very reason that I believe it is imperative that our culture move away from the memorize and regurgitate method of learning that is measured by standardized testing. It would change our society exponentially and for the better if the educational system adopted a more organic, authentic approach to learning. This approach would include authentic tasks in realistic settings using the iterative process to learn and relearn information based on valid instructional feedback and additional effort by the learner to process and utilize the information. a. Other instructional design models: I have researched other instructional design models, including those listed in threads on the course shell. However, at this point I believe that Hortons Absorb, Do, Connect model, as well as our CIVs are so comprehensive that they take into account everything that I endeavor to incorporate into the design, development and evaluation of this project. Although I realize the ADDIE model may be similar to my approach using Horton and our CIVs, from what I have read it does not seem to take into account the iterative process. In other words, it appears more linear than the approach I wish to take. b. Other instructional design issues: The only issue I foresee in the way of instructional design is ensuring that I stick with sound design methods and not get carried away with content. I need to consistently stop and evaluate my design and verify that it is adhering to the Absorb, Do and Connect model, as well as our CIVs. If it is not, I will know that it is time to reevaluate and reiterate design and the activities to adhere to the design models and meet the objectives I have set forth.
2. CIV Implementation
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How do you intend to integrate each of our Common Instructional Values into your EdWeb? Provide at least two specific examples for each value (see box).
CIV Implementation
a. Contextual: I will integrate the contextual value into this EdWeb by providing case studies, or examples, of how the dramatic elements relate to creative writing. Fables such as The Corpse Bride and The Handless Maiden will be provided with each element outlined as it relates to the story, which includes passion, theme, character and premise. I will also design the EdWeb so that it gives the learner the opportunity practice applying the elements to a provided story, which will provide an authentic challenge related to the content. b. Learner Centered: The EdWeb will be learner centered by design, as it is self-paced and voluntary. Learners will undertake the activities and completion of the instruction because they will be personally and intentionally motivated to do so in order to gain more knowledge about the creative writing process. The EdWeb will provide learners access to a variety or resources, including stories, as well as stimulating activities to keep learners engaged, as well as encourage their creativity when developing their own work. c. Active: I plan to incorporate the active value in the EdWeb by modeling expectations within the examples and then providing learners with activities that encourage them to practice and discover. This will be achieved by providing time and space during Do/Connect activities to apply the information they have learned. d. Social: The social aspect will be the most challenging value to incorporate, as this is a voluntary, self-paced and asynchronous project for a learner. At this point, I feel the best way to support this feature would be to establish a teacher presence by designing sound instruction that flows well and is self supportive. This means I need to provide a learning environment that is simple, yet dynamic, creative and engaging, and supports the learner throughout the process and avoids confusing or overwhelming him/her. I would also like to incorporate access to an external community, such as a creative writing blog, that would provide a place for learners to communicate with one another, as well as encourage the production and posting of original work to be discussed. e. Supportive: In order to achieve a supportive environment for learners, I will design the Edweb to provide a fun, entertaining way to learn that is creative and well-organized. I plan to incorporate instruction that is resource rich (stories, graphics, etc), as well as multimedia inclusive. Instead of having to read The Corpse Bride, I would like to upload an audio file that is an oral account of the story as told by a professional story teller in addition to the written story. This technique would appeal to different learning styles (auditory/visual), as well as it would provide the learner an opportunity to experience the story two different ways. Organizing the content, activities and evaluations in a way that creates a scaffolded learning experience is a very important step in supporting a learner. I intend to spend a great deal of time and effort planning, implementing and revisiting the organization of the instruction.
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3. Learning Activities
a. Using the table below describe the activities you plan to include for each objective. In the first column, enter your objective. In the second column, describe three or more activities for each objective. Each objective will probably have at least one Absorb, one Do and one Connect activity. For each activity, indicate if it is an Absorb, Do, or Connect activity and provide a page reference from the Horton text to justify each activity.
9. Note: Once you complete this table, with all the objectives and associated Absorb, Do, Connect activities, the instruction for your EdWeb is nearly complete.
Learning Activities (example)

Objective Activity
Watch the instructional video Practice using the driving simulator
Absorb
p. 56
Do
Connect
Be able to parallel park.
p. 52
b. What other issues related to learning activities are important or relevant to this project? 10.
Learning Activities
add rows as needed Objective
Provided the story entitled "The Corpse Bride" and a guided activity as a model, three additional folk tale stories will be presented in which the learner will identify the four dramatic elements.
Activity
Read or listen to the story.
Absorb
Readings Pg. 78-79 Auditory Recordings Pg. 101
Do
Connect
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Guided analysis to classify items into established category. Matching Exercise in which learner clicks the appropriate radio button associated with each element. Identify existing examples described or illustrated. Drag and drop exercise in which learner drags element to the appropriate example. Stop and think question activity Why are the dramatic elements important to this story and how do they enhance it? Question posed after reading examples and participating in activities. Meant for reflection before moving to next section. Learner can write their response in a provided space if they choose, or simply mentally reflect on it. The provided space will retain previous participants responses for others review. EdWeb Analysis and Design INTE 5600
Classify Items Pg. 115
Cite Examples Activity Pg. 176
Rhetorical Question Pg. 171
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Given a job aid, the learner will correctly identify 2 out of 3 examples of dramatic elements.
Reading and comprehension of definitions provided in job aid. Guided analysis to classify items into established category. True / False exercise. The learner is given an element and an example and will choose a radio button to classify the example as true or false Utilize job aid to access glossary and apply definitions to terms. Stop and think question activity How could you apply these examples of the dramatic elements to an original work of your own? Question posed at the end of the unit of learning to reflect on information presented and how it is relevant. Learner can write their response in a provided space if they choose, or simply mentally reflect on it. The provided space will retain all participants reflections for others review.
Reading Pg. 78-79
Classify Items Pg. 115
Glossaries Pg. 185
Rhetorical Question Pg. 171
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b. Other issues: I would like to incorporate the following into my activities recreating famous examples in writing and an original work/journal activity into my objective driven activities. I think both of these are authentic, exciting and help the learner connect with the content and topic. Hopefully, I will realize more development time so that I can incorporate these. For now, I will put them on hold with the third objective until I know that there will be development time for them.
4. Authoring Tools Assessment

Use this section to select the best elearning authoring tool for your EdWeb. Consider the following: a. Organizational Requirement: If you are developing your EdWeb for an organization, does it already use an elearning authoring tool? If yes, then you may be required to use that tool. You may also be able to take advantage of existing support and technical resources, and you probably will not have to pay for it. b. Cost: How much can you afford to spend? If your project isnt for an organization, you may have to pay for a tool. If cost is a consideration, a freeware authoring tool may be a good choice. c. Experience: What elearning authoring tools do you have experience using? Perhaps you should use one of those. d. Marketability: What elearning authoring tool do you think you should learn to increase your skillset? For example, if youre thinking of looking for a new job (or new position with your current organization), what elearning authoring tool(s) might be helpful in your desired position? e. Complexity: What elearning authoring tool will be the "best" to use in terms of the number of hours you have to develop your EdWeb? (i.e., Udutu will require less development time than Dreamweaver because it is less robust.) f. Exposure: What elearning authoring tools were presented in our Webinars or the webinar recordings by previous students? Were any of those interesting to you?
g. Application: Review your instructional objectives and learning activities. Are there any that may require special features, such as a simulation or animation? If yes, consider those capabilities when selecting a tool. 11. Check out the following websites for more information about different authoring tools. Learning Tools Directory 2010:
http://www.c4lpt.co.uk/Directory/Tools/instructional.html
MindMeister concept map with feedback from users:
http://www.mindmeister.com/12257499
12. Brandon Hall also reviews authoring tools, but while his information is extensive, his prices are very high, i.e., $795 for a one year access to this information. http://www.brandon-
hall.com/publications/atkb/atkb.shtml?gclid=COis67CLtKACFR0pawodeBIcTg
h. Tentative decision: Given your answers to these questions, what authoring tool do you think you will use? 13. Note: In INTE 5670 you will have one HTML project, one project to learn a few basic features of Dreamweaver, and one assignment to learn CSS (cascading style sheets) in Dreamweaver. For the two Dreamweaver assignments, you can download a 30 day free trial of the current version of Dreamweaver. It is important for you to learn these basic elearning authoring skills but Dreamweaver may, or may not, be a good tool for you to use to develop your EdWeb. Base your decision solely on your answers to the questions in this section.
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Tools Assessment
a. Organizational Requirement: I am not restricted to an authoring tool based on and organizational requirement, as this is an independent project. b. Cost: Personally, I would like to spend no more than $250 purchasing the tool. c. Experience: I really have no experience with elearning authoring tools, outside of the exposure to several during webinar week and the Udutu webinar posted in the course shell as an example. d. Marketability: At this point, I believe the elearning authoring tool that would best increase my skillset would be Dreamweaver, since it is created by Adobe and widely used. e. Complexity: I have allotted 300 hours to the project, so based on the experience I have with the two assignments in INTE 5670 using Dreamweaver, I will determine then if I have enough time to learn this authoring tool, as well as develop the project. f. Exposure: I did attend several lms webinars; however, several of those tools were outside my budget allotment. Others seemed to have had an extensive learning curve. I viewed the recording of the Udutu webinar and it appealed to me more than any others because it seemed to have less of a learning curve, it offers special features, and it is free.
g. Application: I would like to include animation in the development of this project to add to its creativity and both Dreamweaver and Udutu support this feature. As we have learned in this course, learners tend to recall images more than text, so I feel that graphics and animation will be an important aspect of my design.
h. Tentative decision: Based on the fact that I believe knowing how to work with Dreamweaver will give me more of a competitive edge, I am going to move forward with using it as my authoring tool. I will take the break between semesters to research it more thoroughly, as well as I look forward to the assignments planned for 5670 that require the use of it.
5. Reflection Questions
a. How do you feel about your proposal? Does it feel accurate and complete? I feel this proposal is accurate for what I know I want to do at this point. But, I do not feel it is complete because I have learned in this class that perfection is the enemy of done, and this proposal is far from perfect or done. So, I will endeavor to stay positive and patient and remind myself that this is a process, not a destination. EdWeb Analysis and Design INTE 5600 Page 29 of 86
b. What was the most challenging or difficult part of creating this document? The most challenging part of this process has been formulating objectives and relating activities to enable the success of meeting the objectives. I feel there is much iteration to come in the future as I design and develop the project, and I hope my activities will evolve as the project evolves to engage and meet the learners needs.
c. What questions or concerns do you have? My questions and concerns at this point are focused on the authoring tool. I want to make sure I pick the best one for the purposes of this project. Since I have little experience with authoring tools, mainly based on what I saw in the webinars, I feel like I have a lot of research left to do to ensure I am making the best decision. Fortunately, I am not limited by an organizational requirement. I am, therefore, at liberty to choose one that is right for the project, not an organization.
d. How are you feeling about developing your EdWeb, based on this document? I feel better just having started the process, but it feels like the very tip of the iceberg. I know the real intense work is yet to come, but at least I have a road map to get me started. I believe I will feel much better when I have become more familiar and comfortable with the authoring tool.
Note 1: Once all other sections of your proposal are complete, remember to return to and complete the Executive Summary. Note 2: In INTE 5670, you will add several new sections to the Design section. For example, you will add a section about the interface of your EdWeb, including typography, images, and color scheme. You will also describe your formative evaluation plans for the Design and Functional Prototypes.
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A. Typography Your typography needs to be readable and generally sans serif fonts are easier to read online than serif fonts. That is particularly true for body text. See Horton page 516. Also, your main body text needs to be web-safe. See http://www.fonttester.com/help/list_of_web_safe_fonts.html. Your headings and titles can be fonts that are not web-safe but you will have to create each of them in Fireworks or some other graphics program and then import them into your EdWeb as a graphic. 1. Demonstrate your typography in this section. See example below and notice that each font is the size that the description says it is, i.e., the font for heading 1 is actually Arial 26.
Heading 1 (Arial 26, Hex ####)

Heading 2 (Arial 20, Hex ####)
Bodytext (Arial 12, Hex ###)
I plan to use Arial and Verdana throughout my Edweb, as both are common and easy to read fonts that complement each other. I downloaded and double checked the font used on our Graphics Job Aid, which was Verdana, because I really liked the style and readability of that document. I think it is similar to Arial, which most readers are very comfortable with. As I worked on my design prototype, I found using Verdana and Arial for specific applications within the Edweb design helps define specific points of interest. I feel these font styles relate well to my topic of Creative Writing because they offer a simple, easy to read style that many users might choose when creating their own creative writing documents in a word processor.
Heading 1 (Arial 28)

Heading 2 (Arial 20)
Body Text (Arial 18)
Navigation Tabs Top (Arial 14)
Accent Texts Resources/Quotes (Arial 12)
Home Page Link Headings/Page Titles/Survey Questions (Verdana 16)

Home Page Link Headings 2 (Verdana 12)
B. Color Scheme This section needs to include three sections: 1. Justification of your color scheme 2. Identify which color scheme tool you used, e.g., Kuler, Color Schemer etc. \ 3. Provide a table, like the example below, to specify your color scheme, the RGB values, the Hex numbers, and the purpose of each color. Be sure to include the actual color in the first column. Your color scheme justification needs to describe how your color scheme is consistent or appropriate for your content and your audience. For example, if you are teaching archeology to college students, a monochromatic tan color scheme may be a good choice. If your EdWeb is for high school students, perhaps you want a grunge color scheme. If your EdWeb is for health care workers, perhaps you want to use a blue/grey color scheme because everything else in their world is red and white. A white background online is the same as looking directly into a flashing flood light. It is the reason our eyes get so tired when reading online. Between the flickering of the light and the bright white light, our eyes get very tired. So, try to avoid white backgrounds or at least make the white background area small and use a strong background color for the header, footer, and navigation areas. Color Scheme Example The following is from one of our previous students. Consider this an example to follow.
I plan to use the color palette below. The color scheme was developed using Kuler and photos of apples at a market. The majority are warm colors, focusing on the reds and oranges in a darker format. Warm colors tend to command the attention of users and hopefully this will help learners who have difficulty focusing.
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Color
RGB
Hex#
Main Purpose
Text and activity Background, link #2 Site Border and Some Highlighted text Menu and banner background Main Text Highlighted text and Navigation features Link #1 and Mail Title Visited Link #1 Visited link #2
217-150-26
D9961A
242-195-53
F2C335
242-227-182 0-0-0
F2E3B6 000000
140-3-3
8C0303
89-2-2 115-40-32 230-189-104
590202 732820 E6BD68
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I plan to use the color palette below. This scheme was developed using several pictures uploaded to Kuler from Tim Burtons The Corpse Bride. I chose these pictures and scheme to reflect the inspiration for my topic and the story used (The Corpse Bride) as an example within the Edweb . My objective is to use colors that are soothing, easy on the eyes and a little mysterious with some bright accents that draw attention. I intentionally left out white and I am using a silvery gray instead for certain heading text, banner accents and clickable icons to minimize any eye strain caused by brightness, as well as to lend to the creative feeling I want to give to the design. I also used Color Schemer to access the HEX for certain color RGBs that I was testing out in Kuler. I anticipate this color scheme will be well received by the intended audience of high school students because it is neither too masculine nor too feminine and appears to have a comforting aesthetic in its application, which is helpful when endeavoring to get students interested in writing.
Color
RGB
13-13-13
Hex#
ODODOD
Main Purpose
Top Banner & Menu Background Accents Body Text / Navigation Text Menu Background and Accent / Survey Text Menu & Activity Background Text & Activity Background Background Accent
36-51-64
243340
73-99-115 79-64-102 65-35-75
496373 4F4066 41234B
152-0-68
980044
Banner Accent / Visited Link Linked Text/hyperlinks Highlight Accent
163-194-153
A3C299
99-166-104
63A668
215-217-215
D7D9D7
Home Page Banner Text / Accent / Top Navigation Bar Background
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C. Justification and description of the layout of your Absorb, Do, and Connect activities The goal of this section is for you to describe and justify the interface design of your Absorb, Do, and Connect activities. This is important for two reasons. First, you will develop these three layouts in your actual Design Prototype and ask your Formative Evaluation participants for feedback on these three layouts. Second, we want you to consider the possibility of using some kind of template for these three layouts, i.e., perhaps the layout of these three different types of activities will help your students know what is expected of them. Example: The Absorb activity layout includes an icon that is a pair of eyeglasses and background color is pale blue. The Do activity page layout includes an drum icon and the background color is orange. The Absorb activity page layout includes a icon of a chain or set of links, and the background color is pale yellow. Obviously, these layouts may change based on the feedback from your Formative Evaluation participants, assuming you ask them about these three different layouts. What concerns you about those three different layouts? Ask your Formative Evaluation participants for suggestions. In this section briefly describe the preliminary layout of your Absorb, Do, and Connect activities. Provide a justification for your layout design, i.e., what are you trying to tell your students through these three different layouts? ______________________________________________________________________ Preliminarily, I intend to incorporate the following design variations in the Absorb, Do, Connect activities to signify to the learner the progress they are making from one step to the next. I have chosen to use a collage of lotus flowers on the home page ranging from black and white budding flowers to full bloom. I have then broken out the collage and used the individual pictures on each of the activity pages to signify the growth of knowledge and inspiration. I have also varied the color scheme of the main banner on the activity pages from silver to green to magenta to reflect the pattern of growth, as well. Therefore, the Absorb activities will be represented by the black and white small budding lotus with a silver banner to represent the roots, or beginning of the process of learning and writing. The learner will be absorbing information that will nourish their knowledge and creativity that is in a dormant state. The Do activities will be represented by a lotus in the early blooming stage and a green banner to signify that the learning process has transitioned from dormant to active. The color and image will represent the learners engagement in an activity and building (or growing) of their knowledge data base and inspiration regarding the subject. The Connect activities will be represented by a lotus in full bloom and a magenta banner. This image and color variation will convey the technicolor growth that is realized when knowledge is applied and connected in an authentic task.
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D. Categorization of Visuals List each of the visuals in your Design Prototype and then categorize them using the Graphics Job Aid, located in DocSharing. You might find a table format, like the one below, is helpful. Be sure to optimize each of your images so the file size is as small as possible. Thumbnails are a good strategy. Image (thumbnail) Name of Image Logo Categorization Decorative
Image (thumbnail) Story
Name of Image Lotus Tile - Home Page Logo
Categorization Decorative
Early Blooming Lotus/Black and White Home Page Collage and Absorb activity
Decorative / Transformational of early stage of learning process
Mid stage Blooming Lotus Home Page Collage and Do Activity
Decorative / Transformational of transition of learning process early to middle
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Full Bloom Lotus Home Page Collage and Absorb Activity
Decorative / Transformational of transition of learning process middle to authentic application
Corpse Bride Icon click to listen to story
Representative
Document Download Button
Representative
True Button
Representative
False Button
Representative
E. Formative Evaluation Plan Your formative evaluation plan includes three components: 1. A brief description of your formative evaluation process 2. A brief description of the students who will participate in your formative evaluation 3. The questions you are going to ask your formative evaluation participants.
1. Formative Evaluation Process: The brief description of your formative evaluation process outlines how you will conduct your formative evaluation. For example, will you meet individually, face-to-face with each of your participants during and/or after they review your Design Prototype? Will you email the Design Prototype to EdWeb Analysis and Design INTE 5600 Page 37 of 86
your participants, along with the Formative Evaluation questions and have each of the participants email back to you their answers to those questions? Will you have all participants review your Design Prototype and then get them together for a brown-bag lunch to answer and discuss the Formative Evaluation questions? Each of those plans is appropriate. You may have a different plan. Describe your plan here. ____________________________________________________________________ The process I intend to implement for the formative evaluation will actually vary. To date, I have 4 participants that I know of. Two participants will be emailed the design prototype with the evaluation being in the body of the email so they can easily reply to my original message with their feedback. The other two will be hand delivered a copy of the design prototype with a list of the questions to answer and return. The reason for the variation is that I know two of the participants and have access to their email, whereas the other two are sons/daughters of my childrens preschool teachers. I will deliver the evaluation to the teacher and they will provide and collect the response from their child to return to me. I feel this approach is best for minor aged students that do not know me personally. I believe this approach will also provide me some really solid feedback because these participants will likely be totally honest since they will not be concerned about my reaction to their response.
2. Formative Evaluation Participants: You need a minimum of four formative evaluation participants and a maximum of eight. Please do not use family members, i.e., no spouses, parents etc. The brief description of the students who will participate in your formative evaluation should be something like one of the following examples.
Example 1: Four people from my department volunteered to participate in the formative evaluation of my design prototype. These four people are very similar to the students who will take my EdWeb. That is, they all sell the product, which is the focus of my EdWeb, they all say they want the product training to be online and self-paced, and they all have less than five years with the company. Example 2: Four 8th grade students from the school where I teach volunteered to participate in the formative evaluation of my design prototype. These students will be in 9th grade next year but they are appropriate for my EdWeb because it is designed for students taking the English course I will teach to 8th graders next semester.
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______________________________________________________________________ To date, four high school students ranging in age from 15-18 will participate in the formative evaluation of my design prototype. Both male and female participants have volunteered and been selected. My Edweb is being designed for this age group as an extension to Language Arts on the topic of Creative Writing. The students participating range in grade and interests and should provide some valuable and varied feedback based on their experience and interest in the topic.
3. Formative Evaluation Questions: Your formative evaluation questions need to focus on the questions you have about the interface design of your EdWeb.
Examples of formative evaluation questions: I have two different Design Prototypes. Design Prototype #1 is a blue color scheme and Design Prototype #2 is a blue and orange color scheme. On a scale of 1 to 5, with one being I dont like it all and five being I like it a lot, how would you rate Design Prototype #1? How would you rate Design Prototype #2? I would like your feedback on the fonts I used. On a scale of 1 to 5, with one being very difficult to read and five being very easy to read, how would you rate the fonts I used for the headings? Using the same one to five rating scale, how would you rate the body text fonts? I would like your feedback on one of the photos I used. It was a photograph of a nurse talking with a patient. On a scale of 1 to 5, with one being very ineffective and five being Very effective, how would you rate that photo? Do you think that photo exemplified the topic, which was listening carefully to what patients tell you? The goal of home page of this Design Prototype is to excite students about this topic. On a scale of 1 to 5, with one being this is not at all exciting and five being this is very exciting, how would you rate the home page in terms of exciting students about this topic?
Note #1: It does not make sense to ask participants if the navigation is easy to use because in a design prototype the navigation does not work. Save that question for the Formative Evaluation of your Functional Prototype. You will ask participants (perhaps the same participants) if the navigation is easy for them to actually use in that evaluation. Note #2: If you want feedback about the content of your EdWeb, i.e., from a subject matter expert (SME), then at least one of your formative evaluation participants needs to be a SME and you need to provide specific EdWeb Analysis and Design INTE 5600 Page 39 of 86
questions about the content for that SME to answer. For example, you might ask the SME, Is the graphic I used on page 2 accurate? or Is the example on page 3 the best way to exemplify this idea? Asking SMEs for input on the content is also something you will do in the Formative Evaluation of your Functional Prototype. Note #3: Please use Likert scale questions, i.e., have your reviewers use a rating scale of 1 to 5, as exemplified above. You can also include openended questions, i.e., fill-in-the-blank or essay questions but please use those after a Likert scale question.
Formative Evaluation Questions 1.) I would like your feedback on the fonts I used. On a scale of 1 to 5, with 1 being very difficult to read and 5 being very easy to read, how would you rate the fonts I used for the headings? Using the same 1 to 5 rating scale, how would you rate the body text fonts? Using the same 1 to 5 rating scale, how would you rate the navigational text fonts? 2.) I would like your feedback on the color scheme I used. On a scale of 1 to 5, with 1 being I do not like it at all and 5 being I like it a lot, how would you rate the colors used for the prototype? 3.) I would like a little more feedback about the color scheme I used. On a scale of 1 to 5, with 1 being very difficult to read and 5 being very easy to read, how would you rate the contrast between the background colors and the font colors used? 4.) I would like your feedback on the images I have used. Lotus flowers ranging from black and white new buds to colorful full bloom flowers have been used to represent the progressive stages of the creative writing process. On a scale of 1 to 5, with 1 being I do not like this representation at all and 5 being I like this representation a lot, how would you rate the lotus images I used? 5.) I would like your feedback on the Survey Question icons I used. A check mark button was used to represent True and a circle with a slash button was used to represent False. On a scale of 1 to 5, with 1 being This representation is confusing and 5 being This representation is clear, how would you rate these images?
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6.) The goal of home page of this Design Prototype is to encourage students interest about this topic. On a scale of 1 to 5, with 1 being this is not at all interesting and 5 being this is very interesting, how would you rate the home page in terms of interesting students about this topic? 7.) Please complete the following sentence The one aspect of this design that really made an impression on me was __________________________________. 8.) Please complete the following sentence The one aspect I would most want to see changed in this design is _________________________________. 9.) Please complete the following question with a Yes or a No I would be interested in completing the course of study this design is intended to offer once the course design is finalized and the web training is made available. ________ 10.) Please include any other comments or suggestions you may have in the space below. Thank you for your participation!
6. Resources
R. Williams, The Non-Designers Design Book. Horton, chapter 10: Visual Display and chapter 11: Navigation Color scheme sites such as Tiger Color, Kuler, Color Schemer etc. Your EdWeb A&D document and perhaps your content inventory
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Home Page main navigation with inspiring tag line / hook
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Absorb Page Prototype Listen to or access downloadable story
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Do Page Prototype page one. Access a job aid and survey / self assessment
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Do Page Prototype Page 2 participate in self assessment
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Connect Page Prototype access downloadable document to engage in critical thinking exercise. Ultimately, this will be updated to reflect the posting of responses in a monitored writers blog that will enable measurement of objective achievement. EdWeb Analysis and Design INTE 5600 Page 46 of 86
VI.
Ed Web A&D Update #1

Add these three sections to the end of your EdWeb A&D document. This assignment is worth 200 points and is due the end of Unit 3, February 28, 2011.
14. Design Prototype formative evaluation: Please use the following table format for reporting the results of the Formative Evaluation of your Design Prototype and the revisions you plan to make based on this data. While we think it is a good idea to use Likert scale questions for formative evaluations, you do not have to use that question style. If you used a different question style, please create a table similar to the one shown below for reporting your data. At this time, I have received feedback from 3 of the 6 people who initially volunteered. I have calculated and considered the feedback based on these 3 responses, but I will update this information in consideration of any additional information received over the next week.
Question 1 Reviewer 1 Reviewer 2 Reviewer 3 Reviewer x
I would like your feedback on the fonts I used. On a scale of 1 to 5, with 1 being very difficult to read and 5 being very easy to read, how would you rate the fonts I used for the headings?
Mean [average] score of all your reviewers on this question: 4.7
Revisions you will make to your EdWeb based on this data. Considering the high marks each reviewer provided, I will move forward with the fonts in general chosen for the prototype
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Question 1a
Reviewer 1
Reviewer 2
Reviewer 3
Reviewer x
Using the same 1 to 5 rating scale, how would you rate the body text fonts?
Revisions you will make to your EdWeb based on this data. Considering the high marks each reviewer provided, I will move forward with the body text font chosen for the prototype Question 1b Reviewer 1 Reviewer 2 Reviewer 3 Reviewer x
Using the same 1 to 5 rating scale, how would you rate the navigational text fonts?
Revisions you will make to your EdWeb based on this data. Considering the high marks each reviewer provided, I will move forward with the navigational text font chosen for the prototype.
Question 2
Reviewer 1
Reviewer 2
Reviewer 3
Reviewer x
I would like your feedback on 4 the color scheme I used. On a scale of 1 to 5, with 1 being I do not like it at all and 5 being I like it a lot", how would you rate the colors used for the prototype?
Revisions you will make to your EdWeb based on this data. In light of the reviewers feedback all consisting of I like it and I like it a lot, I will move forward with the color scheme. Reviewer 3 even stated that the color scheme was what made the biggest impression on him in question 7 below.
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Question 3
Reviewer 1
Reviewer 2
Reviewer 3
Reviewer x
I would like a little more feedback about the color scheme I used. On a scale of 1 to 5, with 1 being very difficult to read and 5 being very easy to read, how would you rate the contrast between the background colors and the font colors used?
because the colors are too bland some of the slides clash together
Revisions you will make to your EdWeb based on this data. Although reviewer 1 gave a mid range rating, the other two participants gave high marks and one even left feedback on question 7 that the color scheme is what made the biggest impression on him. Therefore, I feel comfortable moving forward using the color scheme developed. I will attempt to use a little more of the magenta color as highlight and detail to help liven up the design in light of reviewer 1s feedback.
Question 4
Reviewer 1
Reviewer 2
Reviewer 3
Reviewer x
I would like your feedback on the images 5 I have used. Lotus flowers ranging from black and white new buds to colorful full bloom flowers have been used to represent the progressive stages of the creative writing process. On a scale of 1 to 5, with 1 being I do not like this representation at all and 5 being I like this representation a lot, how would you rate the lotus images I used? EdWeb Analysis and Design INTE 5600
girly
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Revisions you will make to your EdWeb based on this data. Reviewers did not give low marks for this area, just mid range to high. I go into detail about my plans further down in the revisions section of question 8. I am disappointed by some of the feedback and will continue to keep it in mind and brainstorm and research an alternative image. As stated below, it would be ideal to get feedback from at least one more participant before moving forward with a change.
Question 5
Reviewer 1
Reviewer 2
Reviewer 3
Reviewer x
I would like your feedback on the Survey Question icons I used. A check mark button was used to represent True and a circle with a slash button was used to represent False. On a scale of 1 to 5, with 1 being This representation is confusing and 5 being This representation is clear, how would you rate these images?
because not everyone will know that a circle with a slash through it is "false". I personally think it's a great idea now that I know the meaning!
Revisions you will make to your EdWeb based on this data. Although reviewer 1 gave a mid range rating and initially provided negative feedback, she followed up with a positive remark that proved she was glad to have had exposure to the representative icons. Given the high marks from the other two participants and the fact that there is and will continue to be a legend, or key, on the page showing the icons and what they are representative of, I feel comfortable moving forward with the use of them.
Question 6
Reviewer 1
Reviewer 2
Reviewer 3
Reviewer x
The goal of home page of this Design Prototype is to encourage students interest about this topic. On a scale of 1 to EdWeb Analysis and Design INTE 5600
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5, with 1 being this is not at all interesting and 5 being this is very interesting, how would you rate the home page in terms of interesting students about this topic?
Mean [average] score of all your reviewers on this question: 4
Revisions you will make to your EdWeb based on this data. I am impressed that this area garnered an average of 4. With teenage participants, you are doing well if you can get them to be interested in anything that would involve extra study. Based on the feedback, I feel that the homepage design does what it is intended to do, and that is to draw interest in the topic, so I will move forward with the prototype as is.
Question 7
Reviewer 1
Reviewer 2
Reviewer 3
Reviewer x
Please complete the following sentence The one aspect of this design that really made an impression on me was ____________.
the artwork!!
functional
color scheme
Mean [average] score of all your reviewers on this question: NA
Revisions you will make to your EdWeb based on this data. I feel the positive feedback I received on the color scheme and artwork reinforces the permanence of those attributes within the Edweb. Although reviewer 1 made a comment early on that the scheme was drab, I did receive high marks and positive comments from the other two. For this reason, I will continue with the chosen color scheme and artwork.
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Question 8
Reviewer 1
Reviewer 2
Reviewer 3
Reviewer x
Please complete the following sentence The one aspect I would most want to see changed in this design is ____________.
is the font. It's not entirely too bad I just think it needs some more kind of design to it, to bring out the writing of the art!
flowers
the flowers
Revisions you will make to your EdWeb based on this data. It is greatly disappointing to me that the flowers seem to be a point of contention (both negative responses were from male participants). I spent a lot of time searching for an image that was representative of the writing process and felt that a natural element in its stages of growth reflected the process well. I also spent a lot of time searching for images that were aesthetically pleasing and fit well within the color scheme. Although I do appreciate that flowers may have a feminine attribute, I used lotus flowers which appear less feminine than most flowers. I am going to take this information into account and have been spending time researching other images I could use that still reflects the process and also appeals to both male and female participants. It would be ideal to have at least one more response from a participant before I make the change. I will continue to brainstorm the image issue and allow 4 more days in the event that another participant responds before making a final decision. I have considered and researched the following to date, but have not been impressed with the results of the search; trees, balloons, the moon waning to waxed, candles to bonfire, light bulbs, caged bird to free bird. As far as the semi negative feedback from reviewer 1 on the font, I believe she would like to see something a little fancier and more design oriented. However, now that I am aware that fancy fonts are usually serif fonts and those are difficult to read on screen, I will stick with the clean and legible sans serif fonts I used. Also, I received very high marks from the other two participants regarding the fonts. I will consider incorporating more design oriented fonts using an image editor to add flair, such as the example on the AO.
Question 9
Reviewer 1
Reviewer 2
Reviewer 3
Reviewer x
Please complete the following question with a Yes or a No I would be
No thank you.
yes
no
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interested in completing the course of study this design is intended to offer once the course design is finalized and the web training is made available. ________
Revisions you will make to your EdWeb based on this data. None 1 out of 3 teenagers being interested in additional studies sounds good to me!
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15. Advance organizer Provide the image, chart, or visual and a description of how that image may change as you present it at the end and/or beginning of each objective. Be sure to optimize your image(s) so it is as small as possible for this document. You may want higher quality in your EdWeb but for this Word document, please include the smallest file size possible.
I have developed the above image for my AO. Since my Edweb is focused on creative writing, I wanted to represent the topic using a familiar writing image and decided on a lined journal notebook. I superimposed Bradley Hand ITC font onto the image in an image editor to give the illusion of a real handwritten journal entry. The left side of the journal has a short entry that serves as a reminder of the purpose of the Edweb written from a potential targeted audience perspective. The right side of the page lists the Edwebs title and examples of the content to be covered. The five listed items are simply place holders for now and will be updated as I continue to develop and order the content of the Edweb. As the learner moves through the instruction and each item is covered, the AO image is updated by items being marked off the list. I feel like this crossing out is an authentic way of showing covered concepts in a way that relates to the act of writing. EdWeb Analysis and Design INTE 5600 Page 54 of 86
16. Style Guide issues Describe or exemplify any icons you plan to use throughout your EdWeb, e.g., a print icon if you want students to print a handout or job aid or a Do icon for when you want students to practice or do something. I will use a document icon that provides access to job aid and other written documents that will download when the icon is clicked.
I was planning to use the lotus flowers in various stages of bloom to represent absorb, do and connect activities, but am now rethinking this idea based on feedback of the images. I will either continue this plan based on possible additional positive feedback, or I will select another image representative of a process ie. beginning (absorb), middle (do), end (connect) to represent the activities. Links: Are you going to provide the URL or are you going to link to the site from a few words in the text? I believe I will provide URLs as links in an additional resources area. Although links to sites within a few words is a cleaner look, I read a comment on a course shell thread that has stuck with me and that is if for some reason your link is not working and the learner only has access to it from the words you provide, they cant see what site you are providing as an additional resource. If they have the URL, they can type it in their browser themselves and even do a search for it and possibly find additional related resources. I will continue to consider the two alternative ways that links are displayed as development continues, but for now I feel comfortable with providing URLs. Describe and/or exemplify other common elements you plan to use throughout your EdWeb. Another common element I plan to use (sparingly) is that of flames to represent Passion and an open book with the pages shaped as a heart to represent Theme. I am also using the notebook journal as the AO, which I would like to capitalize on this image, along with a quill pen to provide the learner authentic and age old representations of the writing process. I will continue considering the appropriate placement of the elements during development to help tie the content and interface together.
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7. Evaluation Criteria
Be sure to add the three sections described above to the end of your EdWeb A&D document. Section 1 (Data from the Formative Evaluation of your Design Prototype) is worth 100 points. Section 2 (Advance Organizer), is worth 75 points. Section 3 (Style Guide issues) is worth 25 points. 100 + 75 + 25 = 200 points. As usual, we will deduct one point for each typo, grammatical error, instance of passive voice, or awkward sentence structure. The name of the file you submit should follow this format: Firstname Initial of last name_EdWebAD_Update1_Date you submit this assignment. For example: TonyW_EdWebAD_Update1_February27 _2011 If your EdWeb A&D Update #1 does not earn the full 200 points, we will return it to you with comments and suggestions for improvement. You can then revise and resubmit the document if you want to pick up the remaining points. Important: If you resubmit a document, be sure to retain all of our comments and suggestions. Use Track Changes or Comments for all your revisions. This insures we can see the evolution of the document and that we are consistent in our feedback and suggestions.
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8. New EdWeb A&D sections Functional Prototype

Please add the following six sections to your EdWeb A&D document. See below for specifics and requirements for each section. 1. Functional Prototype Content: Copy the section(s) of your Content Inventory that apply to the objective(s) you will use for your Functional Prototype and paste that information into this new section in your EdWeb A&D document. 2. Functional Prototype Formative Evaluation Process: Provide a brief description of your Formative Evaluation process. 3. Functional Prototype Formative Evaluation Participants: Provide a brief description of the students, users, and/or subject matter experts who will participate in the Formative Evaluation of your Functional Prototype. 4. Functional Prototype Formative Evaluation questions: List the questions you are going to ask your Formative Evaluation participants. 5. Navigation Justification: Using quotations or paraphrases from Horton, justify your navigation. 6. EdWeb Reflections: Answer the three reflection questions listed below.
Functional Prototype Content: Once you select an objective for your Functional Prototype, copy the section in your Content Inventory that addresses that objective and paste it into your EdWeb A&D document. You can include more than one objective in your Functional Prototype. 1.0 Objective List your formal instructional objective in the shaded table below, i.e., copy the third objective (if you have three objectives) from your EdWeb A&D document.
TENTATIVE (Time permitting):. Given a set of images, the learner will select one or provide his/her own. The learner will post 8 to 10 sentences on the Edmodo Creative Writing Cohorts group page explaining the reason the image was chosen and a Passion and Theme concept that would apply to the image and why.
1.1 Interesting Introduction See Horton p. 296. This is essentially your objective restated to be interesting and motivating to your learners. Use the shaded table below. EdWeb Analysis and Design INTE 5600 Page 57 of 86
Use the Edmodo Creative Writing Cohorts group page to share an image of your choosing and describe a Passion and Theme the image represents to you.
1.2 Description of Content Go to your EdWeb A&D document, Section V: Design, Subsection 3: Learning Activities. Copy the description of your learning activities for this objective into column one of the shaded table below. Fill in columns 2 and 3, to describe existing content and images you will use to dual code the text.
Learning Activities (from your EdWeb A&D document), Use one row for each Absorb, each Do and each Connect activity.
Status of Content for each Learning Activity. If the content exists, where is it? What is the file name(s)?
Dual coding and picture superiority effect.
If you are creating this content, what resources will you use to create it?
What images do you have or will you create to dual code each of your Learning Activities?
Absorb: Learner will select one image or provide their own and discuss how the concepts of Passion and Theme apply to the image they selected in an 8-10 sentence blog response.
I have used Edmodo to set up a Group called Creative Writing Cohorts at Edmodo.com. The code to join the group is 12370m.
The Edweb will present strong images to the learner to which they could apply their own concept of Passion and Theme. When an image is clicked, a new tab opens that allows the learner to respond to the image in Edmodo .
For example this image of a man crying over his dog might provoke strong feelings, and the learner could click it and be rerouted to Edmodo and explain a Passion and Theme this picture represents to him/her. For example Passion for animals and the theme could be Dog is mans best friend EdWeb Analysis and Design INTE 5600 Page 58 of 86
1.3 Job aid Job aids replace memorization. Does your objective call for a job aid? If yes, describe it here. Should your objective call for a job aid because it is not important for learners to memorize this information? If yes, then revise your objective above.
Does this job aid exist? If yes, include the file name. If no, what resources will you use to develop it?
Yes, this objective will implement the use of a job aid, as it will enable learners to set up an Edmodo account and post a response to the images. This objective originally referred to the job aid; therefore, I did not revise it. The file has been changed to a pdf document and uploaded into the functional prototype and is accessible on all pages by clicking the document download icon. Currently, the job aid only address the lesson included in the functional prototype. EdWeb Analysis and Design INTE 5600 Page 59 of 86
1.4 Our CIVs Describe specifically how you will apply our CIVs to this objective. You may not be able to apply all five of them to this objective but use the shaded table below to describe your ideas or possible strategies for how to apply at least some of our CIVs to this objective. Be sure to review what you wrote in your EdWeb A&D document about applying our CIVs.
CIV
Specific plans for applying our CIVs to this objective
Objective: Given a set of images, the learner will select one or provide his/her own. The learner will post 8 to 10 sentences on the Edmodo Creative Writing Cohorts group page explaining the reason the image was chosen and a Passion and Theme concept that would apply to the image and why.
Learner Centered
The EdWeb will be learner centered by design, as it is self-paced and voluntary. Learners will undertake the activities and completion of the instruction because they will be personally and intentionally motivated to do so in order to gain more knowledge about the creative writing process. The EdWeb will provide learners access to a variety or resources, including stories, as well as stimulating activities to keep learners engaged, as well as encourage their creativity when developing their own work. Specifically: This objective will provide learners the ability to select from a list or share their own image and relate the image to a concept of Passion and Theme that speaks to them individually.
Contextual
I will integrate the contextual value into this EdWeb by providing case studies, or examples, of how the dramatic elements Passion and Theme relate to creative writing. Fables such as The Corpse Bride and The Handless Maiden will be provided with the two elements (Passion and Theme) outlined as they relate to the story. I will also design the EdWeb so that it gives the learner the opportunity to practice applying the elements to a provided story, which will provide an authentic challenge related to the content.
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Specifically: This objective will provide an activity that expands the learners thinking process when viewing images. After participating in this activity, learners may view images differently and continue to think within the context of how Passion and Theme can apply to images and, therefore, transfer to story writing.
Social
The social aspect will be the most challenging value to incorporate, as this is a voluntary, self-paced and asynchronous project for a learner. At this point, I feel the best way to support this feature would be to establish a teacher presence by designing sound instruction that flows well and is self supportive. This means I need to provide a learning environment that is simple, yet dynamic, creative and engaging, and supports the learner throughout the process and avoids confusing or overwhelming him/her. I would also like to incorporate access to an external community, such as a creative writing blog, that would provide a place for learners to communicate with one another, as well as encourage the production and posting of original work to be discussed.
Specifically The learner will be able to post and interact via comment threads from previous learners on the Creative Writing Cohorts Edmodo page.. The learner will be able to use the blog as a reference in the event that he/she is having difficulty coming up with ideas or justifications by accessing the social community of the group page for additional support.
Active
I plan to incorporate the active value in the EdWeb by modeling expectations within the examples and then providing learners with activities that encourage them to practice and discover. This will be achieved by providing time and space during Do/Connect activities to apply the information they have learned.
Specifically: In reference to the blog activity this objective incorporates, the learner will be actively participating in building a resource for the dramatic elements of Passion and Theme that they can reference at any point in the future to inspire ideas.
Supportive
In order to achieve a supportive environment for learners, I will design the Edweb to provide a fun, entertaining way to learn that is creative and well-organized. I plan to incorporate instruction that is resource rich (stories, graphics, etc), as well as multimedia Page 61 of 86
inclusive. Instead of having to read The Corpse Bride, I would like to upload an audio file that is an oral account of the story as told by a professional story teller in addition to the written story. This technique would appeal to different learning styles (auditory/visual), as well as it would provide the learner an opportunity to experience the story two different ways. Organizing the content, activities and evaluations in a way that creates a scaffolded learning experience is a very important step in supporting a learner. I intend to spend a great deal of time and effort planning, implementing and revisiting the organization of the instruction. Specifically: The image discussion activity is supportive in nature in that learners can use other learners responses to build and modify their own response. Even though the responses will be asynchronous in nature, learners can still respond and support each other via threads of discussion. I will also provide teacher feedback to learners responses..
1.5 Your theory of learning Review and revise, if necessary, your theory of learning, which you described in your EdWeb A&D document, Section V: Design, Subsection 1a: Instructional Design Model and Theory of Learning. Describe your theory of learning in column one below and describe how you will apply that theory to this objective in column two.
My Theory of Learning
How I will apply my theory of learning to this objective.
My theory of learning is that it is an ongoing, Objective: unending, life long process in which a learner Given a set of images, the learner will personalizes new information by building on select one or provide his/her own. The preexisting knowledge. Although I do agree learner will post 8 to 10 sentences on with some aspects from each of the three the Edmodo Creative Writing Cohorts principles, the Constructivism/Interpretivism group page explaining the reason the model presents the most authentic aspects image was chosen and a Passion and of learning in my opinion. I believe that Theme concept that would apply to the learning is a very personalized process and image and why. no two individuals learn information the same way. Each learner has their own set of . EdWeb Analysis and Design INTE 5600 Page 62 of 86
experiences and prior knowledge in which to build upon; therefore, there are multiple perspectives on how to order new information being received and processed. The use of knowledge is flexible and based on the situation and the learner utilizing it. New information, or knowledge, can be relevant or irrelevant depending on the meaning imposed by the learner. It is for this very reason that I believe it is imperative that our culture move away from the memorize and regurgitate method of learning that is measured by standardized testing. It would change our society exponentially and for the better if the educational system adopted a more organic, authentic approach to learning. This approach would include authentic tasks in realistic settings using the iterative process to learn and relearn information based on valid instructional feedback and additional effort by the learner to process and utilize the information.
The Constructivism/Interpretivism model is applicable to the aforementioned objective in that learners will use the knowledge they have gained from the previous objectives and activities and produce individual, authentic responses in the blog activity. Their prior knowledge, combined with the knowledge gained in the Edweb, will allow the learner to impose their individual meaning on the concept of Passion and Theme to images they have chosen, and they will have the opportunity to explain their reasoning.
1.6 Other than Hortons Absorb, Do, Connect model (section 1.2 above), our CIVs (section 1.4) and your theory of learning (section 1.5) , what, if any, other instructional design models do you plan to use? In your EdWeb A&D document, Section V, Subsection 1c, you may have identified other learning theories or instructional design models you want to use. If you completed that section, please list those theories or models in column 1 of the table below.
In column 2, describe how you plan to apply those theories or models to this objective.
In column 3, describe how these additional models overlap, complement, or compete with Horton and our CIVs.
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Instructional Design Model (other than Horton or our CIVs) I have researched other instructional design models, including those listed in threads on the course shell. However, at this point I believe that Hortons Absorb, Do, Connect model, as well as our CIVs are so comprehensive that they take into account everything that I endeavor to incorporate into the design, development and evaluation of this project. Although I realize the ADDIE model may be similar to my approach using Horton and our CIVs, from what I have read it does not seem to take into account the iterative process. In other words, it appears more linear than the approach I wish to take.
Specifics about how you plan to apply this model to this objective
How this model overlaps, complements, or competes with Horton and our CIVs.
1.7 Mastery test questions to measure the degree to which learners achieved this objective. Go to your EdWeb A&D document, Section IV, Subsection 6. Copy and paste the description of how you will measure if a student has mastered this objective into the shaded table below. If your learners are volunteers, you can still provide a mastery test but call it a self-check or quiz. It will provide important information for you about what your learners learned. EdWeb Analysis and Design INTE 5600 Page 64 of 86
If you think your mastery test needs to be improved, please revise as necessary.
Hint: Review the formal instructional objective above, which describes what students will learn in this section of your EdWeb. Make sure what you provide here measures what you described in your objective.
Learner will post responses to the Creative Writing Cohort group page on Edmodo, which I will monitor and provide feedback. Their responses will help me ascertain the mastery of this objective and I can provide guidance to learners whose responses exhibit confusion with the concepts of applying passion and theme to images.
1.8 Notes or comments Use the table below to describe anything not covered in the sections above Functional Prototype Formative Evaluation Process: How will you conduct the Formative Evaluation of your Functional Prototype? For example, will you meet individually, face-to-face with each of your participants during and/or after they review your Functional Prototype? Will you email the Functional Prototype to your participants, along with the Formative Evaluation questions and have each of the participants email back to you their answers to those questions? Will you have all participants review your Functional Prototype and then get them together for a brown-bag lunch to answer and discuss your Formative Evaluation questions? I am meeting this Wednesday, March 16th, with a group of high school students face to face. I am fortunate enough to have a former teacher/mentor allow me to use his second period class to conduct my formative evaluation. I will facilitate the group of six 10th and 11th grade students by providing the url and allowing them to navigate the site and provide feedback to the questions I have concerning the navigation and content. I will provide a printed evaluation they will complete and return to me at the end of the class. Functional Prototype Formative Evaluation Participants: You need a minimum of six formative evaluation participants. All of these participants may be potential students or users or you may decide you want to have one or two subject matter experts provide feedback on the accuracy of the content. Remember: It is very important that the people who review your Functional Prototype be either subject matter experts (SMEs) or students or users who mirror the skill level of the students or users who will actually take your EdWeb. Example 1: There will be a total of six formative evaluation participants. One SME, who is a teacher in the school where I teach and with whom I often share teaching responsibilities, will review the functional prototype and provide feedback on the accuracy of the content. We both teach science and run the science lab. Additionally, I have arranged for five seventh grade students to take the functional prototype and answer the mastery test questions for objective EdWeb Analysis and Design INTE 5600 Page 65 of 86
#1, which is the content of the functional prototype. The mastery test questions will not be online but rather will be a section of the formative evaluation survey I ask each participant to answer. Example 2: The participants in my formative evaluation consist of two SMEs from my department and five people who are on the waiting list to take a face-to-face course that covers the same content as my EdWeb. As stated above, I will have a minimum of six participants from a high school mixed 10th and 11th grade classroom. I hope to have an additional two students participate for a total of eight, but at this point I am certain I have at least six. The content of this Edweb is geared toward students ages 15-18, so this class will be representative of the intended audience. Functional Prototype Formative Evaluation Questions: Your formative evaluation questions need to focus on the questions you have about the content and the navigation of your EdWeb. If you are including SMEs in your formative evaluation, be sure to have a separate set of questions for them. For example, perhaps you want to ask your SMEs questions like this: 1. Is any of this content inaccurate or confusing? If yes, what are your suggestions for improving the content? 2. The target population for this EdWeb is . . . . Given this population, do you think the examples are appropriate? What about the activities? Suggestions for improvement? You may want to ask questions like this for the students or users, whose demographics are as similar as possible to the students or users who will actually take your EdWeb: 1. What did you think of the navigation? 1) The navigation was very difficult to understand. My suggestions for improvement are _________________________________. 2) The navigation was okay. I think it would be better if you ______________. 3) The navigation was good but it would be better if you _________________. 4) The navigation was excellent. I have no suggestions for improvement. 2. Did you know what you were supposed to do on each page? If not, what page(s) confused you? 3. What did you think of the visuals on the following pages? Did they help you understand the content? Please use the Likert scale below and if you rate an image 1, 2, or 3 please provide suggestions for improvement,. Likert scale 1. Visual was very confusing 2. Visual was somewhat confusing 3. Visual did not help me understand the content 4. Visual helped me understand the content 5. Visual was very helpful. EdWeb Analysis and Design INTE 5600 Page 66 of 86
Pages 1) 2) 3) 4)
Page 2 (title of page) Page 3 (title of page) Page 4 (title of page) Page 5 (title of page)
Formative Evaluation Questions: 1. I would like your feedback on the Content of this website, which is the Dramatic Elements: Passion and Theme. On a scale of 1 to 5, with 1 being very confusing and 5 being very clear, how would you rate the clarity of the subject matter presented?
2. What suggestion, if any, would you have to make the content more clear? 3. The target population for this educational website is high school students ages 15-18. Do you think the images are clear and appropriate for this age group? 1. What about the activities? 2. Do you have any suggestions for improvement (ie make them more challenging, less difficult, replace certain images, etc). 4. I would like your feedback on the Navigation of this website, meaning how you got from screen to screen. On a scale of 1 to 5, with 1 being very confusing and 5 being very clear, how would you rate the ease and accessibility of navigation? What suggestion, if any, would you have to improve the navigation? I would like your feedback on the clarity of the directions on the website. Was it clear on each page what you were supposed to do? On a scale of 1 to 5, with 1 being very confusing and 5 being very clear, how would you rate clarity of the directions?
5. 6.
7. If you were confused by the directions, which page were they on? 8. What one aspect of the website appealed to you most? 9. What one aspect of the website would you most like to see changed? Navigation Justification: Describe three examples of the navigation in your EdWeb Functional Prototype and justify why you are using that type of navigation. Be sure to cite Horton chapter 11 using either paraphrases or exact quotations to justify your navigation. Each paraphrase or quotation needs to include a page number from Horton. The navigation in my Edweb adheres to the sparse side by implementing a menu and paging features. Considering my audience will be high school students, I felt this approach best for the following reasons. Best for simple tutorials taken by novices. Makes the experience more predictable. Simplifies the user-interface. Pg. 533 EdWeb Analysis and Design Page 67 of 86 INTE 5600
Although most high school students are well versed in computer technology, they are probably not hugely familiar with e-Learning tutorials. Therefore, I feel it best to keep the interface simple, so they can focus on content and navigate in a predictable manner that does not confuse or overwhelm them. I including a paging mechanism so that learners have a logical path to move forward or back a screen easily using next and previous buttons. Pg.535 I implemented a menu at the foot of the site. It is a constant part of the display and allows learners to jump to topics, invites navigation and reminds learners of how the course is organized. Pg.538 EdWeb Reflections: Please reflect on your EdWeb by answering the following three questions. 1. How are you feeling about your EdWeb? I am feeling overwhelmed, excited to be this far into it, amazed at what I have learned so far, concerned about conducting my formative evaluation and ready to take a break from the computer right now! 2. What is the most important thing you have learned about designing and developing elearning instruction? It takes so long to do some of the simplest things! I cant believe how many times I have revisited little tiny details that have nothing to do with content, but that I know will affect the ease of use if I dont get it right and put time and effort into every little detail. 3. If you could travel back in time to the beginning of this semester, i.e., January 18, 2011, what would you do differently in terms of your EdWeb? Choose a different topic! Just kiddingbut, I am tired of dealing with Passion and Theme. I guess it wouldnt matter what topic a designer chooses. Ultimately, the topic is going to be beaten like a dead horse! I would probably go ahead and start my design prototype earlier than the assignment called for. It seems like that project took a lot of time and was overwhelming.
9. 10. Resources
Your content inventory and your EdWeb A&D document. The results of the Formative Evaluation of your Design Prototype, i.e., what changes are you going to make based on the data you collected and what did you learn about conducting a formative evaluation? For interface design: R. Williams, The Non-Designers Design Book and W. Horton, e-Learning by Design Page 68 of 86
For Dreamweaver: Lynda videos & Dreamweaver textbook(s) For instructional design: Horton, e-Learning by Design and our CIVs.
11. Examples
Art and Culture Throughout Time: Carol Parenteau: http://ouray.ucdenver.edu/~cparente/index.html AORN: Cathy Halterbaum: http://ouray.ucdenver.edu/~chalterb/index.html Congenital Heart Defects: Christine Gille: http://ouray.ucdenver.edu/~cgille/edWeb/ Culture and Diversity: Amy Priest: http://ouray.ucdenver.edu/~apriest/ Strategies for Moving Past Fear: Cheryl Blum: http://ouray.ucdenver.edu/~cblum/fear/index.html
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VII. EdWeb A&D Update #2

Please add these 10 new sections to the end of your EdWeb A&D document. This assignment is due Monday, May 2nd, and is worth 200 points. See the Evaluation Criteria below.
1. Functional Prototype formative evaluation results. Please use a table like the one below for reporting the results of the Formative Evaluation of your Functional Prototype and the revisions you plan to make based on this data. Note: If you did not use a Likert scale question, then you do not need to report the mean score as shown below.
Question 1 Reviewer 1 Reviewer 2 Reviewer 3 Reviewer 4 Reviewer 5 Reviewer 6
Review
I would like your feedback on the Content of this website, which is the Dramatic Elements: Passion and Theme. On a scale of 1 to 5, with 1 being very confusing and 5 being very clear, how would you rate the clarity of the subject matter presented?
Mean [average] for Likert scale questions: 4.63
Revisions you will make to your EdWeb based on this data. I will include more examples on the site and for reference on the job aid. Question 2 Reviewer 1 Reviewer 2 Reviewer 3 Reviewer 4 Reviewer 5 Reviewer 6
Review
INTE 5670: Spring 2011
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What suggestion, if any, would you have to make the content more clear?
None, the content was clear
None
To many aestics that mean nothing [sic]
On the lessons, the words look jungled up. Space it out a little. [sic]
Display the content in a little wider variety (not just bullet points).
Put the notebook more at the center of attention and make the table of contents less noticeable.
None
Mean [average] for Likert scale questions:
Revisions you will make to your EdWeb based on this data. I added more leading to the type so that the letters and words are spaced a little farther apart for easier reading. I chunked some of the info for lesson three and broke into two screens with image of camera to add a wider variety (not just bulleted points). Decreased the size of the table of contents on home page. Added video guide (Mark Twain) that explains navigation throughout the site so learner knows the next paging button will take them through the site chronologically or that access to home screen is available on every page. Question 3 Reviewer 1 Reviewer 2 Reviewer 3 Reviewer 4 Reviewer 5 Reviewer 6
Review
The target population for this educational website is high school students ages 15-18. Do you think the images are clear and appropriate for this age group?
The images arent all that powerful and it may be difficult to write about some of them.
Yes, but possibly add some pictures to the lessons.
Yes
Yes
Yes
Yes
Yes, very pretty
Revisions you will make to your EdWeb based on this data. I added the option of uploading an image of the users choice with instructions and example. At the time the reviewers participated, the only functional lesson was three. Since then, I have added lesson one and two which contains additional, relevant images. Question 3a Reviewer 1 Reviewer 2 Reviewer 3 Reviewer 4 Reviewer 5 Reviewer 6
Review
What about the activities are they clear and age

Yes
Yes
Yes
More organized and space the sentence lines
Yes
Yes
Yes, I like to do li
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appropriate?
more
Revisions you will make to your EdWeb based on this data. Although reviewer 4 did not answer on topic, I did address the leading issue. Also, lesson three may not have been as challenging as the two lessons I added after the functional prototype review. I believe lessons one and two will be a challenge and would not be considered lower level. Question 3b Reviewer 1 Reviewer 2 Reviewer 3 Reviewer 4 Reviewer 5 Reviewer 6
Review
Do you have any suggestions for improvement (ie make the directions more challenging, less difficult, replace certain images, etc).
Just to replace some of the pictures. Some of them are kind of similar.
Possibly more challenging lessons.
Pictures should be more recognizable.
More challenging.
I think the directions and I guess the activity should be a little more challenging.
The explanations with bulleted points should be more to the point. The activities should be more a step by step.
None
Revisions you will make to your EdWeb based on this data. I replaced certain images and reordered the one I had in the gallery to offer a wider variety. I added the option to upload an image of the users choice if they did not like the images in the gallery, as well as to serve as a more challenging lesson. The bulleted items were revisited and reworded to increase clarity. I added a video guide (Mark Twain) at the beginning of the lessons to provide instructions, as well as the onscreen written instructions. Question 4 Reviewer 1 Reviewer 2 Reviewer 3 Reviewer 4 Reviewer 5 Reviewer 6
Review
I would like your feedback on the Navigation of this website, meaning how you got from screen to screen. On a scale of 1 to 5, with 1 being very confusing and
5 how to screen was very helpful
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5 being very clear, how would you rate the ease and accessibility of navigation?
Revisions you will make to your EdWeb based on this data. I added the Mark Twain guide videos that address navigation. I added a menu to the intro to each lesson that would allow the user to go to any screen within that lesson. Question 5 Reviewer 1 Reviewer 2 Reviewer 3 Reviewer 4 Reviewer 5 Reviewer 6
Review
What suggestion, if any, would you have to improve the navigation?
No Answer
After each lesson in how to, next should lead home.
Nothing, you can get to anywhere from anywear [sic]
Make buttons more clear
None
Have the table of contents on all the pages so it can be referred back to
None
Revisions you will make to your EdWeb based on this data. Some of the suggestions I thought would make the navigation more confusing, particularly reviewer 2 and 8s suggestions. Since the Likert scale question on navigation scored relatively high, I did not want to implement other changes that seemed more confusing. I did add the Mark Twain video on the home screen and other screens that address navigation. There was not enough room to add the table of contents menu on every page, but there is a bottom nav bar that takes you to all the same screens. As far as making buttons more clear, I am not sure if she meant text or wording. I revisited them to make the text is clear and the wording precise. Question 6 Reviewer 1 Reviewer 2 Reviewer 3 Reviewer 4 Reviewer 5 Reviewer 6
Review
I would like your feedback 3 on the clarity of the directions on the website. Was it clear on each page what you were supposed to do? On a scale of 1 to 5, with 1 being very
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confusing and 5 being very clear, how would you rate clarity of the directions?
Revisions you will make to your EdWeb based on this data. I added the Mark Twain videos as a guide throughout the site to present the directions in a clear, concise manner, as well as having onscreen written instructions. The job aid also provides examples and instructions that the user can refer to if there is any confusion. I added a screen cast on the how to page that the user can watch that explains how to use the job aid, what it contains and where. I revisited the written directions on the lesson they reviewed and updated them to be more clear and precise. Question 7 Reviewer 1 Reviewer 2 Reviewer 3 Reviewer 4 Reviewer 5 Reviewer 6
Review
If you were confused by the directions, which page were they on?
I wasnt sure where the job aid in lesson 3 was.
No answer
Lesson 3 Images
Lesson 3 describing what you are looking for & what you are supposed to do in the lesson.
None
No answer
No answe
Revisions you will make to your EdWeb based on this data. I made certain that the job aid document download button was accessible on all pages in the same location for easy reference at any time, regardless of which lesson. Again, I added the Mark Twain video at the beginning of each lesson that gave explicit instructions, as well as there are onscreen directions for easy reference. The job aid contains straight forward, visual instructions on how to complete lesson 3 in Edmodo. Question 8 Reviewer 1 Reviewer 2 Reviewer 3 Reviewer 4 Reviewer 5 Reviewer 6
Review
What one aspect of the website appealed to you most?
The graphics are pretty and I like the to do list
Design and ease of navigation.
Learning about writing.
The decoration it keeps you focused.
Its just very neat, organized and user friendly.
The notebook that overviews what to do.
I really lik how the answers t to do li were very clear.
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Revisions you will make to your EdWeb based on this data. I am thankful that at least one of the eight participants commented that they liked about learning to write! That is what the websites goal is getting the learners interested in writing. Question 9 Reviewer 1 Reviewer 2 Reviewer 3 Reviewer 4 Reviewer 5 Reviewer 6
Review
What one aspect of the Nothing website would looked bad. you most like to see changed?
Hyperlink words along with pictures and bullets.
The background draws too much attention.
The organization.
When teaching theme and passion, most info was displayed in a bulleted list. I think this can become either overwhelming or boring for some students.
The next button keeps on moving to the right. The directions need to be more interactive with students by being more step by step and to the point. The table of contents should be accessible at all times.
No answe
Revisions you will make to your EdWeb based on this data. I added a resource page that has hyperlinks for writing and research references. There is also a hyperlink to a screen cast for video directions on how to use the job aid. The background is consistent throughout site in dark gray/blue. I was not sure which area she felt drew too much attention. I added effects to the passion and theme pages with large buttons that would allow the user to toggle back and forth between them to break up the monotony of the bulleted list. I wanted to keep the list, however, because each list is only 5-8 items long and the list format allowed to the point, concise explanation and examples of passion and theme. I feel that putting this info into a paragraph format would be more boring and overwhelming that a short, bulleted list that would be a quick, easy read and easy to refer to. I checked the next button for inconsistency and found no problem. None of the other reviewers comments on this, so I assume it could have been the reviewers computer. There is a bottom navigation bar that is available at all times that includes a home button that can take you back to the home screen table of contents at any time. For this age group, I believe that having more than one job aid would be more cumbersome that having all necessary info on the same document. I created a screen cast to explain how to use it and how it is laid out. There is a table of contents with corresponding page numbers, as well, to facilitate the ease of use of the job aid.
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2. Reading Level Assessment. Conduct a reading level assessment on your Functional Prototype and report the results here. Use the job aid called Readability Statistics in DocSharing. Provide a screen capture of the results table. Passive sentences should be below 10%.
3. Reflections on the results of your Readability Statistics. What did you learn from conducting this readability assessment? What revisions, if any, do you plan to make to your EdWeb? Well, I have to say I was nervous while conducting this test. I was afraid that I would have to do a lot of revision of my wording. I was not aware that this was an option in MS Word. But, based on the report and the information about how to read the report, I am so relieved that my score fell into the targeted range of 60-70 for the Flesch Reading Ease scale. The MS Word Help information also states that you should aim for a score of 7-8 for most documents on the Flesch-Kincaid Grade Level scale, which mine was 8.5. Based on this report, I dont feel it necessary to make any revisions to the wording of my Edwebwhew! 4. Categorization of your images. Categorize each visual in your Functional Prototype using the Graphics job aid (in DocSharing). Please use a table like the one below. Also, please optimize your screen shots to make them as small, in terms of file size, as possible. You can use thumbnails if you want. No BMPs; they are too big (in file size). Location of this image, i.e., the name
INTE 5670: Spring 2011 Page 76
Screen shot (optimized or thumbnail)
of the page in your EdWeb
Name of Graphics Category
This notepad appears on every screen except the user survey screen.
Organizational: provides a visual of the topics to be covered in the unit and the topic being covered is highlighted in magenta on any given screen
Dramatic Elements screen, Passion screen, Theme screen (as a way to navigate back to the Passion screen)
Navigational
Dramatic Elements screen, Theme screen, Passion screen (as a way to navigate back to the screen)
Navigational
Every screen except the Home screen, the Survey screen and the Resources screen.
Representative: a button with a picture of a document to represent a way to access the downloadable job aid document.
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Lesson 1 audio story for the Corpse Bride and on the Job Aid transcription for the Corpse Bride.
Decorative
Lesson 1: audio story for the Erl King and on the Job Aid transcription for the Erl King
Decorative
Lesson 1: audio story for the Red Shoes and on the Job Aid transcription for the Red Shoes
Decorative
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Lesson 1 and 2: Stop & Think screens
Decorative
Lesson 3: How Images Inspire Passion and Theme and Inspiring Images Example screens
Decorative
Lesson 2: Passion and Theme in Pop Culture Explained and Examples of Passion and Theme in Pop Culture
Decorative
Home screen table of contents
Navigational
Every screen
Navigational
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Lesson 3: Image Gallery
Transformational: Learner will apply Passion and Theme to the images to transform the abstract concepts to make them concrete.
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Page 81
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5. 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? What changes, if any, do plan to make to your images? Note: You do not have to have images in each category and you do not have to have an even distribution of images by category. Decorative 6 Navigational 4 Representative 1 Organizational 1 Interpretive 0 Transformational 12
I feel fine with the distribution. I dont feel like I used any images arbitrarily because even the decorative images serve as a motivational technique to gain the learners attention. I have a lot of transformational images because of the image gallery exercise in lesson three, which provides a way for the learner to make abstract concepts more concrete. At this time, I do not plan on making any changes. I had ample positive feedback on the images used from my formative evaluation and two peer reviews that afford me to the peace of mind that at this time changes are not necessary.
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6. 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 name of the page in your EdWeb
What text does this image replace or dual code?
Every page on the site except for the home, survey and resources screens.
This image dual codes the job aid accessibility. It is a button with a document icon so that the learner knows that it will download a document, in this case the Job Aid.
Lessons 1& 2: Stop & Think Questions
This image dual codes the stop and think text and activity, so that the learner knows it is time for them to come up with their own idea (like a light bulb switching on in their mind).
Lesson 3: How Images can Inspire Passion and Theme and Inspiring Images Example screens
This image dual codes the text, activity and idea that the learner is now focusing on how Passion and Theme are inspired by images, which are usually captured by a camera.
7. ADA Accessibility. There are three parts to this new section. Part 1: Does the authoring tool you used provide any kind of ADA accessibility test? Please check the website of the authoring tool you are using, as well as the Help section. This is a yes/no question.
No. Part 2: If your authoring tool provides an ADA accessibility test, please run it on your EdWeb and report the results here. Wix does not provide an ADA accessibility test. There is a statement on their site that declares they are an online flash platform for building your own website according to your needs, and that you can build your site following the ADA standards for accessible design. Part 3: Review the following two websites and in 50 to 100 words describe how you might assess the ADA compliance of your EdWeb. There are three levels of accessibility and typically, developers aim to meet only the level 1 standards. For more information, see the ADA site http://www.ada.gov/adahom1.htm and the W3C site http://www.w3.org/TR/WCAG/ Without being very well versed in ADA accessibility (other than the information I just read), I believe the only way I would know how to assess the ADA compliance of my Edweb would be to manually review for level 1 accessibility. This would include reviewing my Edweb for and ensuring there are text alternatives, alternatives for time based media, distinguishable audio and visual elements, optimized navigation, readable text and predictability in appearance and navigation of the site. The primary reason we want students to investigate ADA criteria is to experience how designing for ADA is a lot of work and needs to have a decent budget. It is not something you can do in an afternoon.
8. Reflections on ADA. a. Does the organization for which you are developing your EdWeb require ADA compliance? No b. If yes, what level? c. If yes, what are your plans to insure your EdWeb meets the required compliance level? d. What is the most important thing you learned about ADA? It is important that I am now aware that there is such a thing as ADA compliance! I was unaware that it existed or what it consisted of. Many of the recommendations are excellent for even just the general population. 9. Peer Review. What revisions did you make (or do you plan to make) to your EdWeb based on the Peer Review another student conducted on your site? I had two peer reviews, both of which were very beneficial in helping me address CARP and navigation issues. I updated my site to only include underlined words if they were hyperlinks. I removed some color highlighting that was extraneous and not meaningful. I corrected a few typos. I increased the size of body font for readability and decreased the size of font in the banner to allow for more white space. I applied more leading to the body font to increase clarity of letters and words.
10. Future plans for your EdWeb. After INTE 5670, what are your plans for your EdWeb? What content might you still need to add? What instructional strategies, such as simulations, animations, or podcasts do you need to add? When do you plan to implement your EdWeb with real students? I would like to add a unit for the additional Dramatic Elements: Character and Premise. I am also thinking about doing away with Edmodo instructions on the job aid and making a screencast video for them. I would like to look into how I could include some type of simulation for the end of the unit that follows the learner through beginning a piece of original work. When I begin teaching again I would like to offer extra credit for the completion of the Edweb.
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EdWeb Analysis and Design

INTE 5660 & 5670 Fall 2010 and Spring 2011

II. III. IV.

EdWeb Analysis and Design INTE 5600

EdWeb Analysis and Design INTE 5600

Write only in the tinted boxes.

EdWeb Analysis and Design INTE 5600

EdWeb Analysis and Design INTE 5600

EdWeb Analysis and Design INTE 5600

2. Goals and Outcomes

EdWeb Analysis and Design INTE 5600

Goals and Outcomes (example)

Outcome desired by stakeholders

Data collection and measurement

4th grade students

Fun, entertaining, interactive instruction

Use this space to include other outcomes you need to measure:

Goals and Outcomes

Outcome desired by stakeholders

Data collection and measurement

EdWeb Analysis and Design INTE 5600

3. Learner Needs and Characteristics

EdWeb Analysis and Design INTE 5600

Learner Needs and Characteristics

EdWeb Analysis and Design INTE 5600

EdWeb Analysis and Design INTE 5600

Expert Interview or Request for Assistance (Example)

Approximate Date for Discussion

Notes about what you want to say

Expert Interview or Request for Assistance

Approximate Date for Discussion

EdWeb Analysis and Design INTE 5600

5. Scoping your EdWeb

Scoping your EdWeb

6. Instructional Objectives & Assessments

EdWeb Analysis and Design INTE 5600

Learning Objectives and Measurements (example 1)

How will you measure achievement of the objective?

Learning Objectives and Measurements (example 2)

How will you measure achievement of the objective?

Learning Objectives and Measurements

Measurement by means of self assessment quiz.

Learner will post to a monitored Page 20 of 86

creative writing blog for feedback.

1. Instructional Design Model and Learning Theory

Instructional Design Model and Learning Theory

EdWeb Analysis and Design INTE 5600

Learning Activities (example)

Be able to parallel park.

EdWeb Analysis and Design INTE 5600

Classify Items Pg. 115

Cite Examples Activity Pg. 176

Rhetorical Question Pg. 171

Reading Pg. 78-79

Classify Items Pg. 115

Glossaries Pg. 185

Rhetorical Question Pg. 171

EdWeb Analysis and Design INTE 5600

4. Authoring Tools Assessment

EdWeb Analysis and Design INTE 5600

EdWeb Analysis and Design INTE 5600

Heading 1 (Arial 26, Hex ####)

Heading 1 (Arial 28)

Home Page Link Headings/Page Titles/Survey Questions (Verdana 16)