EdWeb Analysis & Design Documentation

7/31/2019 EdWeb Analysis & Design Documentation

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EdWeb Analysis and Design

ProposalInstructionsandTemplate

INTE5600

Fall2010

TableOfContentsEdWebAnalysisandDesign.........................................................................................1

I. Introduction.......................................................................................................2

1. ProjectDescription..............................................................................................................22. Timeline...............................................................................................................................2

II. Instructions........................................................................................................2

III. ExecutiveSummary............................................................................................4

IV. Analysis.............................................................................................................5

1. InstructionalSetting............................................................................................................5

2. GoalsandOutcomes...........................................................................................................8

3. LearnerNeedsandCharacteristics....................................................................................10

4. ProjectManagement.........................................................................................................13

5. ScopingyourEdWeb.........................................................................................................15

6. InstructionalObjectives&Assessments............................................................................17

V. Design..............................................................................................................19

1. InstructionalDesignModelandLearningTheory.............................................................19

2. CIVImplementation..........................................................................................................20

3. LearningActivities.............................................................................................................22

4. AuthoringToolsAssessment.............................................................................................23

5. ReflectionQuestions.........................................................................................................24


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I. Introduction1. ProjectDescription

TheEdWebprojectincludestheanalysis,design,anddevelopmentofaninstructionalwebsite.It

extendsthroughthefirsttwocoursesinthe eLearningprogram:

InINTE5660(thiscourse),youwillanalyzeanddesignyourEdWeb InINTE5670,youwillconductformativeevaluationsonadesignprototypeanda

functionalprototypeofyourEdWeb.Youwillalsocompletealloftheinstruction,i.e.,

allofyourAbsorb,Do,andConnectactivitiesplusallofthedualcodingforatleasttwo

objectives.

Thewordcompleteisinquotationsbecauseifyouhaveaquiz,masterytest,animation,

simulation,orpodcastinyourEdWeb,youwilllearnthosetechnologiesinINTE5680andcan

addthemtoyourEdWebasyoulearnthem.

ThetopicorfocusofyourEdWebisyourdecision.Weencourageyoutoselectsomethingyou

canuseatwork.Ifthatsnotpossible,thenperhapsyoucandevelopanEdWebforavolunteerorganization,theschoolyourchildattends,theretirementfacilitywhereyouparentsor

grandparentslive,orperhapsabusinessyouwanttostart.

Itisagoodideatoselectasmalltopic,i.e.,yourEdWebwillideallytakeyourstudentsaboutan

hourtocomplete.Theresearchindicatesthatittakesapproximately200to400hourstocreate

onehourofself-pacedelearning.ThereisanarticleaboutthisdevelopmenttimeinDocSharing

andmoreinformationbelow.

YourEdWebcanbeeitherself-pacedelearningorgroup-pacedlearning,likeourINTE5660

course.TheEdWebexamplesweprovideareallself-pacedelearning.

Mostimportantly,thewebsitemustemploytheinstructionalandvisualdesignstrategieswe

studyinthiscourseandINTE5670.

2. TimelineSubmittheAnalysisandDesignsectionsofyourEdwebproposalseparately:

Analysis:DueNovember22nd DesignandExecutiveSummary:DueDecember6 th

Donotseparatethesections.YourAnalysisandDesignshouldbecontainedinaunifiedproposal

document.

II.

InstructionsReadtheentiredocumentbeforebeginning.

Answereachquestiontothebestofyourknowledgeandability.Thisisaniterativeprocess;

yourinitialanswersneednotbecomprehensive.Iamresearchingthisquestionisacceptable

foratleastthefirstiteration.Eventually,youneedtoanswereachquestion.


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Evensomeoftheanswersyouareconfidentabouttodaymaychangeinthefuture.Besureto

reviseyouranswersasyoulearnmoreaboutthisproject,yourcontent,yourlearners,andyour

instructionalsetting.

Note:ThisjobaidisdesignedforbothK-12andcorporateEdWebs.Somequestionsmaynot

applytobothsettings.EnterN/Aforquestionsthatdontapplytoyourproject.Wemay

challengeyouranswer,oryoumightchangeyourmind,butitsokaytoskipquestionsinitially.

Writeonlyinthetintedboxes.


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ExecutiveSummary

Readersshouldbeabletofindallthemostimportantfactsaboutyourprojectinthe Executive

Summary.Itisaone-pagesnapshotofyouranalysisanddesign,intendedtohelpstakeholders

(sponsorsoranyoneinterestedintheproject)understandandsupportyourEdWeb.Donot

overwhelmyouraudiencewithtoomuchdetail.

Thoughitisthefirstsectionthereadersees,itshouldbewrittenlast.Donotcompletethis

sectionuntilyouhavecompletedyouranalysisanddesignworkandwrittentherestofyour

proposal.

YourExecutiveSummaryshouldbenolongerthanonesingle-spacedpage,andshouldinclude,

additiontobasicinformationaboutyourEdWeb,aone-tothree-sentencesummaryofeach

sectionofthedocument.Provideallinformationlistedinthebox.


ExecutiveSummary

Name:RyanMcClintock Date:December3,2010 EdWebTitle:TheArtandScienceofBrewing Summaries:

1. Instructionalsetting:Informationalandinstructionalcontentdeliveredviainternetbrowser.

2. Goalsandoutcomes:ThisEdWebwillinstructlearnershowtobrewales.Learnerswillhaveaccesstodescriptions(procedures),images,andscientific

explanationswithwhichtheycanexpandtheirunderstandingofthebrewingprocesstherebyencouragingmorecreativityinfuturebrewingprojects.

3. Learnerneedsandcharacteristics:Learnersarehomebrewersorthoseinterestedinbrewingingeneral.Theirageswillvary,althoughIdexpect

mostwillbeinthe20-50agegroup.Educationallevelswillalsovary,but

mostwillbemotivatedbytheirhobbytoengagethematerial.

4. InstructionalObjectivesandAssessments:Studentswillidentifythepurposesandequipmentneededformajorstepsinthebrewingprocess.Additionally,

theywilldescribeand/oridentifypopularstylesofbeers.Assessment(checksforunderstanding)willcomeintheformofquestions(quiz-style)and

simulations.

5. Projectmanagement:IestimatethattheEdWebwillrequirebetween180and360hoursofdevelopmenttime.Mostofthedevelopmentofthisproject

(withtheexceptionofthescientificcontent)willtakeplaceoutsideofwork


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hours.Theprojectwillrequireapproximately14-22hoursperweek.

6. Toolassessment:IanticipateusingAdobeCaptivate.

7. Instructionaldesignmodel:ThisprojectwillutilizeHortonsAbsorb,DoandConnectmodelofinstructionaldesigninconjunctionwithourcourseCIVs.

8. Learningactivities:StudentswillcompleteAbsorb-typeactivitiesbycompletingandprocessing

presentationswithwordsandimages.

StudentswillcompleteDo-typeactivitiesthatserveaschecksfor

understandingandthatsimulateaspectsofthebrewingprocess.

StudentswillcompleteConnect-typeactivitiesbysharingstories,ideas,

recipes,etc.,withrespecttobrewing.

III. AnalysisWriteonlyinthetintedboxes.

Yourname:RyanMcClintock TentativeEdWebtitle:TheArtandScienceoftheBrewing

1. InstructionalSettingDescribethefollowing:

a. Instructionalneedoropportunity:Whatbusinessorlearningproblemneedstobeaddressed?

b. Willthisonlinecoursebeself-pacedorgroup-paced?(Forexample,INTE5660isagrouppaced,onlinecourse.)Includeyourrationaleforyourdecisionanddescribethebenefits

andpotentialdrawbacksofyouranswer.

c. Hardwareandsoftware:Whathardwareandsoftwarearelearnerslikelytohaveaccessto?

d. Whatbrowsersandversionnumbersareyourlearnersusing?e. WhatkindofInternetaccessdoyourlearnershave,i.e.,cable,dish,T-1,phone?f. Whatfirewalls,parentalcontrols,orotheraccess,privacy,orsecurityissuesareyour

learnersusing?


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g. Whatothertechnology,hardwareorsoftwarechallengesdoyouknowofatthistime?h. Whoareyourstakeholders:Forexample,inaK-12setting,thestakeholdersare

probablystudents,teachers,parents,andperhapstheschoolboardand/orthe

community.Inacorporatesettingthestakeholdersareprobablylearners,managers,

executivesponsors,perhapsHR,andtheCEOorboardofdirectors.Stakeholdersare

thosewhohaveaspecificinterestintheproject,outcome,orbudget.Listyourstakeholdersbytitleand/ornamehere.

i. Whatotherinstructionalcontextissues,challengesorproblemsareimportantinthissituation?


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InstructionalSetting

a. Instructionalneedoropportunity:Thosenewtobrewing,especiallyhome-brewing,wouldrelishanopportunitytousearesourcethatoutlinesandvisualizesthebasicsteps

ofbrewingandexplainsthechemistry,biochemistry,andmicrobiologyunderlyingthe

process.

b. Pacingandrationale:Thisresource(course)willbeeitherclassic-tutorialorpossiblyexploratoryindesign.Theinformationandactivitieswillincreasetheirunderstanding

ofbrewing,butwillnotbetiedtoagrade.

Thisprojectwillbeself-paced.GrouppacingisnotreallyanoptionforthisEdWebsoI

amunabletocommentaboutdrawbacks.Benefits,however,abound,aslearnerswill

beabletoaccessportionsofthecontentinusablechunksorsegmentscorrespondingto

theprocessofbrewing.Forexample,alearnermayaccesstheportionforPitchingthe

Yeastbefore,during,andafterheorsheactuallydoesthisathomeaspartofahomebrewingproject.

c. Hardwareandsoftware:Learnersneedhardwareandsoftwarecapableofaccessingtheinternet.

d. Browsersandversionnumbers:ThemostrecentversionsofMozillaFirefox,AppleSafari,GoogleChrome,andMicrosoftInternetExplorerarerecommended.

e. Internetaccess:DSL/Cableandfasterarerecommended.

f. Firewalls,parentalcontrol,access,orsecurity:Iamresearchingthistopic.

g. Otherhardware/softwarechallenges:Isupposeoneshouldanticipateissuesrevolvingaroundolderversionofbrowsersthatmaydisruptthelearningandtheflowof

information.

h. Stakeholders:Thestakeholdersarethosecuriousaboutthemethodsandsciencebehindwater,malt,hopsandyeast.

i. Otherinstructionalcontextissues:Noneatthistime.


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2. GoalsandOutcomesWhatdoeseachgroupofstakeholdersneedtoseetoconsiderthisinstructionsuccessful?These

resultsmightbestandardssetbystakeholders,suchastheStateoryourschooldistrict,

competenciessetbyaprofessionalorganizationorlicensingagency,etc.Inacorporatesetting,

itmightbeanincreaseinsalesoradecreaseinerrorreports.Usethetablebelowtoanswerthis

question.

Noticeinthetablebelow,youneedtodetermineiftheinstructionmeetsthedesiredoutcomes

ofeachgroupofstakeholders.Forexample,ifoneoftheoutcomesagroupofstakeholders

needstoseeisanincreaseinsales,howwillyoumeasurethatincrease?Obviously,ifthe

desiredoutcomeisincreaseinsalesthenyouneedtocollectbaselinedatainordertocalculate

theincreaseinsales.


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Identifyyourstakeholders,outcomesandmeasurementplansusingthetablebelow.

GoalsandOutcomes(example)

Stakeholder

group

Outcomedesiredby

stakeholders

Datacollectionand

measurement

Department

managers

5%increaseinsales Comparebaselinesalesdata

collectedJuly1,December31,

2010withpost-trainingsalesdata:

January1July312011.

4thgradestudents Fun,entertaining,interactive

instruction

Groupdiscussion:comparecurrent

instructionalactivitywithEdWeb.

Usethisspacetoincludeotheroutcomesyouneedtomeasure:

GoalsandOutcomes

Stakeholder

group

Outcomedesiredby

stakeholders

Datacollectionand

measurement

Learnersinterestedinbrewingor

home-brewing

Interactiveinstructionregardingthebrewingprocessthat

addressesvariouslearningstyles.

Feedbackregardingcomparisontotextbookinstructionorface-to-face

instruction.

ThisEdWebwillinstructlearners

howtobrewales.Learnerswill

haveaccesstodescriptions

(procedures),images,and

scientificexplanationswithwhich

theycanexpandtheir

understandingofthebrewing

processtherebyencouragingmorecreativityinfuturebrewing

projects.

Outcome:adelicioushome

brewedale.

Feedbackwillmorethanlikelybein

theformofresponsestoquestions

regardingthehelpfulnessofthe

EdWeb.Learnersmayalsobe

encouragedtoprovidegeneral

commentsorsendemails,orboth,

regardingtheeffectivenessofthe

instructionalcontent.


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Otheroutcomes:

3. LearnerNeedsandCharacteristicsa. Whatarethedemographicsofyourlearners?

Agerange Educationlevels,degrees,etc. Otherfactors,e.g.,gender,race,ethnicity,languages,disabilities?

b. Aretheselearnersvolunteers?Thatis,aretheyrequiredtotakethisinstruction,orwillyourEdWebbeconsideredself-improvement?Note:Volunteerlearnersdonthaveto

participate-theycanleaveyourEdWebatanytime.Youwillbechallengedtokeep

themmotivated.

c. Whatpriorexperiencedopotentiallearnershave,andhowisitrelatedtothecontent?Examples:

Perhapsyourstudentshavenopriorexperiencewithaspecificpieceofequipment,butarefamiliarwithsimilarequipmentbeingreplaced,e.g.,thecontentis

panoramicphotographyandthestudentsarephotographerswhousedigitalSLRs.

TheEdWebtopicisusingsmartboards,andstudentshaveextensiveexperienceusingtraditionalwhiteboards.

ThisinformationisimportantbecauseinyourAbsorbactivitiesyoucancompareand

contrastpriorexperienceswithnewinformation,helpinglearnersconnectthenewwith

theold.

d. Technologyexperience Approximatelywhatpercentageoflearnershavetakenonlineinstructionbefore? ApproximatelywhatpercentageoflearnersusetheInternetforeducationalor

professionalreasons?

Onlineinstructioncanbefrighteningorfrustratingtousersunfamiliarwithnoprior

experienceswithelearning.Additionally,userswhohavehadnegativeexperienceswith

elearningmaynotexpecttolikeyourEdWeb.WhenyoudesignEdWeb,youwantto

considerthesedemographics.Motivationprecedeseffortsoanimportantpartofyour

EdWebDesignismotivatingyourlearners.

e. LearningstylesandskillsPleaseseeImpactofLearningStylesinDocSharing.

f. ReadinglevelWhatisthereadingskills/levelofthelearners?

Note:Americancorporationsassumea10thgradereadinglevel.InINTE5670,youwillruna

ReadabilitytestonyourEdWebandcomparetheresultstoyouranswertothisquestion.


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g. Learnerexpectationsand/orassumptions Dotheyhaveapositiveattitudetowardinstruction? Dotheyhaveapositiveattitudetowardthistopic? Whatdotheywantorexpectfrominstruction?

h. Whatotherlearnerneedsorcharacteristicsareimportantand/orrelevanttothisproject?


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LearnerNeedsandCharacteristics

a. Demographics Agerange:21+ Educationlevels,degrees,etc.:Alllevelsofeducation,thoughsomebasic

foundationsinsciencewillbehelpful.

Otherfactors:

b. Volunteerorcompulsorylearners:Thelearnerswillbevolunteerlearners.

c. Priorexperiencewithcontent:Nopriorexperiencewillberequired,however,thestrongerthelearnersscienceeducationthebetter.

d. Priorexperiencewithtechnology: Onlineinstruction:Nonenecessary,althoughanyonlineinstructionalexperience

willonlyhelpencouragelearningasthelearnerwillbemorecomfortableinthe

onlinelearningenvironment.

Internetuse:Learnersshouldbecompetentusingbasicbrowserfeaturesusedtoloadandnavigatepages.

e. Learningstylesandskills:Learningstyleswillvarywidely,butaheavyemphasiswillprobablybeplacedonvisualandauditorylearningstyles.Aswithanyeffectivelesson,I

willincludeactivitiesforasmanylearningstylesaspossible.

f. Readinglevel:A10th-gradereadinglevelshouldsuffice,althoughsomeofthescienceterminologymayrequirehigherlevels.

g. Expectationsand/orassumptions:Oneshouldneverunderestimatethepowerofthevolunteerlearner.Iassumeattitudeswillbepositiveabouttheinstructionbecause

theyvolunteeredforthecourse.Moreexperiencedlearnersmaybeconstructively

critical,whichiswhyformsoffeedbackwillbecrucialtotheexperience.

h. Otherlearnerneedsorcharacteristics:Supplementationorreviewforsomeofthescientificconceptsmaybenecessaryforthoselackingstrongfoundationsinthe

requisitescience,butwantingtolearnthematerial.


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4. ProjectManagementa. ProgramTimeline

YourEdWebwillbenearlycompleteattheendofthesecondcourseintheCertificate

Program,INTE5670.YoumayenhanceyourEdWebinthethirdcourse,IT5680,i.e.,you

mayaddspecialfeaturessuchasmasterytests,quizzes,podcasts,animations,simulations

andothermultimedia.Note:TherearenoassignmentsinINTE5680thatrequireyoutoenhanceorupdateyourEdWeb.AnyrevisionsyoumaketoyourEdWebafterINTE5670,

arestrictlyonyourown.

Dothosemilestonesfitwiththeneedsand/orexpectationsoftheorganizationsponsoring

yourEdWeb?Ifnot,describehowyouplantohandlethediscrepancy.

b. ContentExpertise Areyouthecontentexpert?Ifnot,isanexpertavailabletohelpyoudevelopthe

contentandreviewitforaccuracy?Doyouanticipateanyproblemsinworkingwiththis

expert,e.g.,timeavailable,schedules,timezonedifferences?

Ifyouareacontentexpert,youmaystillwantasecondsetofeyestoreviewyourcontent.Whowillbeavailabletoprovidethissupport?

c. OtherResourcesWhatotherexpertsorresourcesdoyouneed?Forexample,doyouneedtoworkwiththe

ITdepartmentwhenyouarereadytoimplementyourEdWeb?Whendoyouplanto

discussthisprojectwitheachexpert?Identifyyourexpertsandwhenyouplantoinform

themofyourEdWebinthetablebelow.

ExpertIntervieworRequestforAssistance(Example)

Name/TitleofExpertApproximateDatefor

Discussion

Notesaboutwhat

youwanttosay

JohnDoe,ITManager November3

d. ApprovalsWhohastoapprovethisproject?Forexample,doessomeoneinyourschoolorHR

departmentneedtoapproveyourdesignbeforeyoudevelopit?Whendoyouneedtoget

theirapproval?ListthenamesandtitlesofthepeoplewhoneedtoapproveyourEdWeb.

e. OrganizationalChangeIssueseLearningprojectsfrequentlyfailduetoresistancetoorganizationalchange.Areyou

breakingnewgroundinyourorganizationwithyourEdWeb?Ifyes,whomaybethreatened

orintimidatedbyit?(Pleaseusetitles,notpersonalnames,forthesequestions.Seethe

LanceDublinchapterentitledSuccessWithE-Learning:PeopleIssuesAreTheKey.

http://tinyurl.com/ylfhbqt


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WhodirectlysupervisesthelearnerswhowilltakeyourEdWeb?Doesthispersonsupportand/orvalueelearningoryourapproachtoelearning?

Aretherepeoplewhoarethreatenedbyorfearfulofelearningand/oryourEdWeb?Ifyes,listtheirtitlesandhowyourEdWebthreatensorconcernseachperson.

ListeachgroupofstakeholdersanddescribehowandwhenyouwillinformthemaboutyourEdWeb.

f. Whatotherresourcesorprojectmanagementissuesareimportantorrelevanttothisproject?

ProjectManagement

a. ProgramTimeline:NodiscrepancieswiththeaforementionedINTE5670(and5680)courseexpectations.

b. ContentExpertise:Iwillbeprovidemostoftheexpertise,butotherbrewersandscientistswillmorethanlikelybecontactedtoeithercontributeorreview,orboth.

c. OtherResources(seetable)

ExpertIntervieworRequestforAssistance(addrowsasneeded)

Name/TitleofExpert ApproximateDatefor

Discussion

DiscussionNotes

JonathanBjrk/home-

brewer,scientist

On-going Variousbrewingstyles,science

content

JasonTrujillo/brewer,Fat

TireBrewing

On-going Scale-upissues,brewingstyles,

generalcontent

JaredMcClintock/cellar

master,TerravantWine

Company,home-brewer

On-going Generalcontent,science

content

d. Approvals:Notapplicable

e. Organizationalchangeissues:Notapplicable


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f. Otherresourceorprojectmanagementissues:Noneatthistime

5. ScopingyourEdWebTherearefourfactorstoconsiderwhendecidingwhattoincludeinyourEdWeb:

a. InstructionalContext:Willyourprojectstandalone,orisitonesectionorunitofalargercourseorcurriculum?Isitnewinstruction,orareyouconvertinganexistingface-

to-faceprogram?

b. TimeBudget:HowmuchtimedoyouhavetoworkonEdWebdevelopment?Willyoubeabletoworkonitduringnormalworkinghours?Howmanyhoursperweek

outsideofworkcanyoudevotetoyourEdWeb?RememberthatEdwebdevelopment

takesplaceinINTE5670,a15-weekcourse.

Heresanexampleofatimebudget:

Hoursperweekatwork: 8

Hoursperweekathome: +10

Totalhoursperweek: 18

INTE5670duration x15

Totalavailabletime 270hours*

*doesnotincludeINTE5600projecthours

c. DevelopmentAnalysis:ApproximatelyhowmanyhourswillyouneedtodevelopyourEdWeb?Asaruleofthumb,onehourofself-paced,onlineinstructionrequiresbetween

200and400hoursofanalysis,design,anddevelopment.Givenourexamplebudgetof

270hours,youwouldnotbeabletocompletemuchmorethanaboutonehoursworth

ofinstructionaldevelopmentbytheendofINTE5670,thoughyoumayplantocontinue

developingyourprojectafterthecourse.

ToestimatehowlongitwilltakestudentstocompleteyourEdWeb,considerhowlong

ittakestocompletethesamecourseinatraditional,face-to-face(F2F)course.Self-

pacedelearningtypicallytakesabout60%ofthetimerequiredforanF2Fcourse.Lets

takea16-hourseminarasanexample:

F2Finstructiontime(hours): 16

Equivalentonlineinstructiontime(16x60%): 9.6

Minimumdevelopmenthoursrequired(9.6x200): 1920

Maximumdevelopmenthoursrequired(9.6x400): 3840

Itwilltakebetween1920and3840hourstofullyreplacetheseminarwithequivalent

elearning.


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Formoreinformationabouthours/hourestimation,seeHowLongDoesItTakein

DocSharing.Noticethatoneofthevariablesisexpertise.Thisappliestoyour

expertiseasasubjectmatterexpert,asaninstructionaldesigner,andwithdevelopment

tools.

d. Scopealignment:HowdoesyourTimeBudgetcomparetoyourdevelopmentanalysis?Arethosenumberscloseenoughtomakethisprojectdoable?Ifnot,youmusteither

increasetheamountoftimeavailableorreducethescopeoftheproject.

Ourexamplecoursewouldtakeatleast1920hourstodevelop,butonly270hoursare

availableinourexampleTimeBudget!Thatsaprettysignificantmisalignment.

ThereareseveralwaystoreducethescopeofyourEdWeb.Ifitispartofalargercourse

orcurriculum,considerconvertingfewerunitsorsectionsoftheoverallprogramto

elearning.Forastand-aloneprogram,youmaynotbeabletoincludeasmanyactivities

asyoumightlike.

Scopecanbemeasuredinlearningobjectives.Cuttingscopemeansincludingfewerobjectives,andthereforeactivities,inyourEdWeb.Consideryourtimebudgetand

developmentrequirementswhenwritingyourobjectives.

ScopingyourEdWeb

a. InstructionalContext:Thisprojectwillbestand-alonenewinstruction,althoughIcanforeseeitbeingapartofalargertopic(e.g.,FoodChemistry).

b. TimeBudget:Hoursperweekatwork: 2

Hoursperweekathome: +14

Totalhoursperweek: 16

INTE5670duration x15

Totalavailabletime 240hours

c. DevelopmentAnalysis:F2Finstructiontime(hours):1.5

Equivalentonlineinstructiontime(16x60%):0.9

Minimumdevelopmenthoursrequired(0.9x200):180

Maximumdevelopmenthoursrequired(0.9x400):360 Itwilltakebetween180and360hourstofullyreplacetheseminarwithequivalent

eLearning.

d. Scopealignment:Thetimebudgetanddevelopmentalanalysisarecloselyaligned,butnotonthehighend.Imayhavetoreducethenumberoflearningobjectivesby

focusingonfewertypesofbrewedbeer.


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6. InstructionalObjectives&AssessmentsInstructionalgoalsandobjectivesarenotthesamething.Goalsarelongrangeintended

outcomes.Theyaretypicallyusedinpolicymakingandgeneralprogramplanning.Objectives,

ontheotherhand,aredescriptionsofskillsorabilitiesstudentswilldemonstrateafterthey

successfullycompleteaspecificunitofinstruction.SeeShapingDepartmentGoalsand

ObjectivesforAssessment.http://web.bsu.edu/IRAA/AA/WB/chapter2.htm

Therearevariousrulesandguidelinesforwritinginstructionalobjectives.Foratablecomparing

Mager,Gagne/Briggs,andtheABCDmethods,goto

http://classweb.gmu.edu/ndabbagh/Resources/IDKB/objective_formats.htm

TheUCDFacultytutorialisanothergoodresource:

http://www.ucdenver.edu/faculty_staff/faculty/center-for-faculty-

development/Documents/Tutorials/Assessment/index.htm

Yourinstructionalobjectivesmustmeetthefollowingcriteria:

Whatspecificbehaviororperformancemuststudentsdemonstratewhentheycompletethisinstruction?

Howwillyoumeasurethat,i.e.,whatspecificassessmentswillmeasureifstudentshavelearned?

Doeachofyourobjectives:o Useactionverbs?o Usesimplelanguage?o Describestudentratherthanteacherbehaviors?o Describealearningoutcomeratherthanalearningprocess?o Focusonend-of-instructionaccomplishmentsratherthansubjectmatter

coverage?

o Indicateasingleoutcomeperobjective?o Linktosomethingthestudenthastodoonthejoborinanotherinstructional

setting?

(Reference:http://web.bsu.edu/IRAA/AA/WB/chapter2.htm)

Enteryourobjectivesandmeasurementsinthetablebelow.Beforeyoubegin,reviewthe

DesignsectionbelowentitledLearningActivities.Somedesignersfinditeasiertowritetheir

instructionalobjectivesaftertheydrafttheirlearningactivities.Thisisaniterativeprocess!

IfyourstudentsarevolunteersandtakingyourEdWebforpersonal,self-improvementreasons,

measuringhowmuchtheylearnedmaybeachallenge,i.e.,theymaynottakeamasterytest.In

thesesituations,considertwocomplementarymeasurementstrategies.First,youcancreate

quizzesorself-assessmentquestionswithhelpfulfeedbackforeachquestion.Manylearners

likethatkindofself-check(Do)activity.Yourquizquestionscanoriginatewithwhateveryou

enterincolumntwointhetablebelow.


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Forvolunteerlearners,youmightalsoprovideashortsurveytocollectdataabouttheiropinions

ofyourEdWeb.ConsidertheformativeevaluationquestionsyouwroteforyourWebinar.

a. Listyourinstructionalobjectivesinthefirstcolumnanddescribehowyouwillmeasureachievementofthatobjectiveinthesecondcolumn.

LearningObjectivesandMeasurements(example1)(compulsorylearners)

Objective Howwillyoumeasure

achievementoftheobjective?

Beabletoparallelpark.

Parkwithin12inchesofthecurb,

betweentwocarsorbarriers,

drivingyourowncar,twiceinthree

attempts.

LearningObjectivesandMeasurements(example2)(voluntarylearners)



Givenajobaid,identifyMSGinfoodasa

possiblecauseofspecifiedhealthissues.

Selfassessmentquestion:

Useyourjobaidtodetermineone

possiblecauseforthefollowingfivehealthissues:

Headaches Nausea Diarrhea moodchanges sleepproblems

b. Whatresources(databases,tools,documentation,articles,books,jobaids,people,etc.)willlearnersneedduringthisinstruction?Howwillyouobtaintheselearningresources?

c. Whatotherinstructionalcontentissuesareimportantorrelevanttothisproject?

a.LearningObjectivesandMeasurementsaddrowsasneeded


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Usingthejobaid,identifymajorstepsin

thebrewingprocess:mashing,boiling,

fermenting,conditioning,filtering,andpackaging.


Orderthebrewingprocesses.

Usingthejobaid,identifytheequipment

usedinthebrewingprocess.

Assessment:Game

Label(orassemble)equipmentused

tobrewbeer.

Usingthejobaid,identifythestyleofbeer

tothedescription.


Matchthestyletothedescription.

Usingthejobaid,distinguishbetweenthe

termsmajorbrewer,microbrewer,craft

brewer,andhomebrewer.


Matchthetermtothedefinition

a. Resourceneeds:Thejobaidwillbeavailableasadownload.b. Otherinstructionalcontentissues:Noneatthistime

IV. DesignKeepthisdocumentinonefile.Thatis,sendallsectionseachtimeyousubmititforreview.


1. InstructionalDesignModelandLearningTheorya. Whatisyourtheory,modelordefinitionoflearning?Forexample,somesaylearningis

theprocessofpersonalizingnewinformation,whileothersfeelitistheprocessof

memorizingnewinformation.Whatsyourdefinition?Forsummariesofthethreemajor

theories,see

http://classweb.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm

b. OtherthantheCIVsandHortonsAbsorb,Do,Connectmodel,what,ifany,otherinstructionaldesignmodelsdoyouplantouse?SeeInstructionalDesignModels:

http://carbon.cudenver.edu/~mryder/itc_data/idmodels.html.

Note:YouareonlyrequiredtousetheCIVsandHortonforthisclass,butyour

organizationmayhaveadifferentinstructionaldesignmodel,strategyortemplate.If


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youplantouseADDIE,pleasedescribewhatassumptionstheADDIEmodelmakes

aboutthelearningprocess.

c. Whatotherinstructionaldesignissuesareimportantorrelevanttothisproject?InstructionalDesignModelandLearningTheory

a. Yourtheory,modelordefinitionoflearning:Learningismostcertainlyaboutpersonalizinginformationandskills.Mostofmyteachingfallsintoeitherthe

Cognitivism/PragmatismorConstructivism/Interpretivismrealmsoflearning

theories.Ifindthatcertaincourseslendthemselvestomoreofaconstructivism

model,whilesothersarebetterservedbythecognitivismmodel.

b. Otherinstructionaldesignmodels:TheCIVsandAbsorb/Do/Connectmodelswillworkjustfine.Iamnotorganizationallyboundtouseaparticularinstructional

designmodel,strategyortemplate.

c. Otherinstructionaldesignissues:Icannotthinkofanyotherinstructionaldesignissuesatthistime.Callmenave,butIthinkitiseasytodrowninlearningtheoryandacronyms.IsupposeIplantoimplementanEdWebthatcontainsrelevant

materialthatadherestotheCIVsandAbsorb,Do,Connectmaterial.

2. CIVImplementationHowdoyouintendtointegrateeachofourCommonInstructionalValuesintoyourEdWeb?

Provideatleasttwospecificexamplesforeachvalue(seebox).


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CIVImplementation

a. Contextual:TheexamplesprovidedintheActiveandSocialportionsofthisdesignsegmentmayalsobedescribedasContextualinnature.

b. LearnerCentered:Thiscoursewillallowstudentsvariousentrypointstoinstruction.Mostwillchoosetobegin,well,atthebeginningofthebrewingprocess,butthetangentialscienceoutletswillencourageexplorationof

thephysicalandbiologicalcontentbehindbrewing.ThisEdWebwillallowstudentsflexibilityintheirlearning,

whichstronglycontributestoaLearnerCenteredvalue.

Examples:

Studentsmaybranchintobiochemicalreactionsdescribingthefermentationprocesstolearnhowvarious

strainsofbrewingyeastconvertsugarsintoethanol.

Studentsmaychoosetobegintheirbrewingprojectwithmaltextractandthereforeskipaportionofthe

materialthatdescribesmashing(apreliminarystepintheprocess).

c. Active:Thebrewingprocessisaboutashands-onasonecanget.ThisEdWeb,however,willmorethanlikelynotprescribeastudentwalksstep-by-stepthroughtheprocessasheorsheproceedsthroughthevarious

tutorials.Activeinstructionalvaluewillthereforebedesignedintothetutorialsbyprovidingtimely(paced)

checksofunderstandingandopportunitiestomanipulatesomeofthevariablesofthebrewingprocessto

determineandpredictpossibleoutcomes.

Examples:

Studentsmayengageavirtualtitrationactivitythatsimulatesavolumetricanalysismethodusedtodetermine

alcoholcontentindrinkslikebeerandwine.

Severalquiz-likechecksofunderstandingwillprovidestudentsopportunitiestoapplyinformationthey

absorbedandpossiblydeterminewhetherornottheyshouldrepeatorreviewaportionofthematerial.

Providedinformationregardingcharacteristicsofcommonmaltextractsandhops,studentsmaybeprovidedan

opportunitytomanipulatethesevariablesandpredictthepropertiesofabrewedproduct.

d. Social:Studentswillbeprovidedopportunitiestoshareresults,recipes,andbrainstormsregardingfuturebrewingprocesses.IenvisionanEdWebthatallowsstudentstoconnectwitheachotherandforgenetworks

committedtocreativelybrewingprocesses.

Examples:

Blog-typeentrieswillprovidecontenttorespondtoandcritique,therebyincreasingthesocialvalueofthe

EdWeb.

Conversationalthreadswillallowstudentsopportunitiestocreatetheirowncommentsandorquestions.

e. Supportive:Whileaninstructorwillnotbepresenthoveringoverastudentsprogress,Ibelieveanenvironmentmaystillbecreatedthatfostersasenseofsupportasmaterialisprocesses.Thiswillenhancethelearningfor

theindividualstudents.Quiz-likechecksforunderstandingwillbewrittenthatconveyagoodjobtonewhen

providingfeedback,allthewhileencouragingstudentstoreviewmaterialifneededbeforeprogressingtoofar

fromanareaofmisconception.

Examples:

Studentsemailquestionsorcommentsforinstructorfeedback.

Blogsand/orthreadsectionswillalsoprovidestudentsopportunitiestodialogueandseeksupportivefeedback.


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3. LearningActivitiesa. Usingthetablebelowdescribetheactivitiesyouplantoincludeforeachobjective.

Inthefirstcolumn,enteryourobjective. Inthesecondcolumn,describethreeormoreactivitiesforeachobjective.Each

objectivewillprobablyhaveatleastoneAbsorb,oneDoandoneConnectactivity.

Foreachactivity,indicateifitisanAbsorb,Do,orConnectactivityandprovideapagereferencefromtheHortontexttojustifyeachactivity.

Note:Onceyoucompletethistable,withalltheobjectivesandassociatedAbsorb,Do,

Connectactivities,theinstructionforyourEdWebisnearlycomplete.

LearningActivities(example)

Objective Activity Absorb Do Connect

Beabletoparallelpark.

Watchthe

instructionalvideo

p.56

Practiceusingthe

drivingsimulator

p.52

b. Whatotherissuesrelatedtolearningactivitiesareimportantorrelevanttothisproject?

LearningActivitiesaddrowsasneeded

Objective Activity Absorb Do Connect

Identifymajorstepsinthe

brewingprocess:mashing,

boiling,fermenting,

conditioning,filtering,and

packaging.

-watchpresentation/video

-identifyoutcomeofeachstep

-transitionfromonestepto

anotherbydescribingprojects

bybreweriesandconnecting

tothepreviousinstruction

p.49,56

p.106

p.170

Identifytheequipmentusedin

thebrewingprocess.

-presentation/videoclips

-labelequipmentgivenschematicofsmall/medium

brewery

-storyofcraftbrewer

describingevolutionofthe

equipmentusedascompany

grew

p.49,56

p.106

p.169


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Usingthejobaid,identifythe

styleofbeertothedescription.

-presentation

-matchdescription/pictureto

styleofbeer

-sharefavoritestyles

p.49

p.106

p.75

4. AuthoringToolsAssessmentUsethissectiontoselectthebestelearningauthoringtoolforyourEdWeb.Considerthe

following:

a. OrganizationalRequirement:IfyouaredevelopingyourEdWebforanorganization,doesitalreadyuseanelearningauthoringtool?Ifyes,thenyoumayberequiredtouse

thattool.Youmayalsobeabletotakeadvantageofexistingsupportandtechnical

resources,andyouprobablywillnothavetopayforit.

b. Cost:Howmuchcanyouaffordtospend?Ifyourprojectisntforanorganization,youmayhavetopayforatool.Ifcostisaconsideration,afreewareauthoringtoolmaybea

goodchoice.

c. Experience:Whatelearningauthoringtoolsdoyouhaveexperienceusing?Perhapsyoushoulduseoneofthose.

d. Marketability:Whatelearningauthoringtooldoyouthinkyoushouldlearntoincreaseyourskillset?Forexample,ifyourethinkingoflookingforanewjob(ornewposition

withyourcurrentorganization),whatelearningauthoringtool(s)mightbehelpfulin

yourdesiredposition?

e. Complexity:Whatelearningauthoringtoolwillbethe"best"touseintermsofthenumberofhoursyouhavetodevelopyourEdWeb?(i.e.,Udutuwillrequireless

developmenttimethanDreamweaverbecauseitislessrobust.)

f.

Exposure:WhatelearningauthoringtoolswerepresentedinourWebinarsorthewebinarrecordingsbypreviousstudents?Wereanyofthoseinterestingtoyou?

g. Application:Reviewyourinstructionalobjectivesandlearningactivities.Arethereanythatmayrequirespecialfeatures,suchasasimulationoranimation?Ifyes,consider

thosecapabilitieswhenselectingatool.

Checkoutthefollowingwebsitesformoreinformationaboutdifferentauthoringtools.

LearningToolsDirectory2010:http://www.c4lpt.co.uk/Directory/Tools/instructional.html

MindMeisterconceptmapwithfeedbackfromusers:http://www.mindmeister.com/12257499

BrandonHallalsoreviewsauthoringtools,butwhilehisinformationisextensive,hispricesare

veryhigh,i.e.,$795foraoneyearaccesstothisinformation. http://www.brandon-

hall.com/publications/atkb/atkb.shtml?gclid=COis67CLtKACFR0pawodeBIcTg

h. Tentativedecision:Givenyouranswerstothesequestions,whatauthoringtooldoyouthinkyouwilluse?


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Note:InINTE5670youwillhaveoneHTMLproject,oneprojecttolearnafewbasicfeaturesof

Dreamweaver,andoneassignmenttolearnCSS(cascadingstylesheets)inDreamweaver.For

thetwoDreamweaverassignments,youcandownloada30dayfreetrialofthecurrentversion

ofDreamweaver.Itisimportantforyoutolearnthesebasicelearningauthoringskillsbut

Dreamweavermay,ormaynot,beagoodtoolforyoutousetodevelopyourEdWeb.Base

yourdecisionsolelyonyouranswerstothequestionsinthissection.

ToolsAssessment

a. OrganizationalRequirement:Idonothaveanorganizationalrequirement.

b. Cost:Icanallocateupto$400forthisproject.

c. Experience:IratemyselfasanovicewithregardtoeLearningauthoringtoolsbutamstronglymotivatedtolearn(andmaybemaster)anewtool.

d. Marketability:IthinkDreamweaverandorCaptivateareworthlearningmoreabout.Captivateseemslikeitiscapableofdoingquiteabit.

e. Complexity:Iamreallyhopingtodiveintosomeofthemorepowerful(andexpensive)Adobeproducts.IntalkingtoseveralofmyINTE5660peers,theseskills

aremorecomplexandpowerful.IsupposeIllneedaplanBwithrespectto

complexity.TheabovenotesregardingUdutumayprovehelpful.

f. Exposure:AdobeCaptivatewasinteresting,butthewebinarwastoughformetofollow.ImworkingonastudentcopyofthesoftwaresoIcanutilizetheJobAid

thatwasprovided.

g. Application:Thevirtualtitration,equipmentmatching,andmalt/hopselectionandproductoutputmayfallintothiscategory.

h. Tentativedecision:AdobeCaptivateandDreamweaver.

5. ReflectionQuestionsa. Howdoyoufeelaboutyourproposal?Doesitfeelaccurateandcomplete?

MyproposalisaccurateandascompleteasIcanmakeitatthistime.Iamdeficientinmy

experiencewitheLearningauthoringtoolsand,assuch,opentomakingsomechangesto


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thelastsectionofmydesign(section4)asIproceedinmylearning.

b. Whatwasthemostchallengingordifficultpartofcreatingthisdocument?IdentifyinganddescribingtheAbsorb/Do/Connectactivitieswaschallengingbecauseofmy

answertoletteraabove.ImprettysureIknowwhatwillworkforthisproject,butsomuchisdependentuponmylearningsomeauthoringtools.

c. Whatquestionsorconcernsdoyouhave?ImhopingINTE5670isdesignedandpacedinsuchawaythatIcanmanagemytimeto

meettheneedsofthecourseandlearnhowtousenewsoftware(e.g.,Captivate).

d. HowareyoufeelingaboutdevelopingyourEdWeb,basedonthisdocument?Imexcited!Withanyproject,Ifindthatthechallengesareproportionaltotherewards

(whichcantranslatetolearning).

Ithinkthisdocument(andthewebinarproposaldocument)areextremelyhelpfulwhen

workingoutthedetailsofamajorproject.

Note1:Onceallothersectionsofyourproposalarecomplete,remembertoreturntoand

completetheExecutiveSummary.

Note2:InINTE5670,youwilladdseveralnewsectionstotheDesignsection.Forexample,you

willaddasectionabouttheinterfaceofyourEdWeb,includingtypography,images,andcolor

scheme.YouwillalsodescribeyourformativeevaluationplansfortheDesignandFunctional

Prototypes.

V. EdWebDesignPrototypeA. Typography

Heading1(Trebuchet26)

Heading2(Trebuchet20)

Menu/Navigation(Calibri14,11)

BodyText(Trebuchet11)

B. ColorScheme1. JustificationofColorScheme

Iplantouseacolorschemethatiswarm,inviting,easyontheeyes,and

consistentwiththeingredientsinbeer,mainlybarley.

2. IdentifyColorSchemeTool


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IusedAdobeKulertofindmycolorscheme.

3. ColorSchemeTableColorSample RBG HEX Purpose(s)

21016457 D2A439 NavigationMenu

255241185 FFF1B9 Background

15315173 999749 Banner

997458 634A3A BottomMenu/Top

BarforDoActivities

546969 364545 MainText

C. JustificationandLayoutofAbsorb,Do,andConnectActivitiesAbsorb:

Ienvisionatext-rich(box)sectiondescribingprocessesandscientific

explanationsforthemethods.Thissectionwillscrollandmaycontain

supportingimagesand(possibly)shortvideosorlinkstovideos.

Do:

Ithinkastripe(bar)acrossthetopofaDoactivitypagewillworktovisually

coordinatethechangefromabsorbtodo.

Connect:

Storieswillbeusedtoconnectwithlearners.Ienvisionanewwindowthatdoes

notcontainthesidenavigationcolumn.Thebackgroundcolorwillbethesame

andtherewillbeatopbarsimilartothedoactivities.

D. CategorizationofVisualsImage Name Category

Pint Homepage,decorative,navigational

Wort Boilpage,decorative,navigational

Boil Boilpage,decorative,navigational


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FermentationFermentationpage,decorative,

navigational

YeastFermentationpage,decorative,

navigational

Bottling Primingpage,decorative,navigational

E. FormativeEvaluationPlan1. BriefDescriptionofProcess

Iplantoemailthedesignprototypetofourofmyteachingcolleagueswhoare

alsoavidhomebrewers,thenmeetface-to-facetodiscusstheirresponsestomy

questions.

2. BriefDescriptionofParticipantsAllfourparticipantsareteachers(Science,English,SocialStudies,andMathematics)andhomebrewers(rangingfromnovicetoveryexperienced).

3. FormativeEvaluationQuestionso Readabilityoffonts1.Verydifficulttoread(Poorchoiceoffont)to5.

Veryeasytoread(excellentchoiceoffont)

o Toneofcolorscheme1.Colorsaredistractingto5.Colorsarewarmandinviting

o Oneofthegoalsofthissiteistoinvitelearnerstoexplorehomebrewing1.Thissitedidnotencouragemetolearnaboutbrewingto5.Icantwaitto

trythismyself


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VI. FunctionalPrototype

FunctionalPrototypeContent:OnceyouselectanobjectiveforyourFunctionalPrototype,

copythesectioninyourContentInventorythataddressesthatobjectiveandpasteitinto

yourEdWebA&Ddocument.YoucanincludemorethanoneobjectiveinyourFunctionalPrototype.

Uponcompletionofthisunit,youwillbeableto:

1.Matchbeertypestotheirrespectivedescriptions.

2.Explaintheroleswater,malt,hops,andyeastplayintheprocessofbrewingbeer.

FunctionalPrototypeFormativeEvaluationProcess:

Thequestions/feedbackformwillbeemailedtomyparticipants.Face-to-faceconversations

willfollow,whichwillallowmyparticipantstoexpandontheirfeedback(ifnecessary)

FunctionalPrototypeFormativeEvaluationParticipants:

Therewillbesixformativeevaluationparticipantsthatwillprovidefeedbackregardingthe

navigationofthisEdWeb.TwoSMEs(bothofwhichhavetremendousexperienceas

brewmasters)willprovideadditionalfeedbackregardingtheaccuracyandclarityofthe

contentasitrelatestotheunderlyingscienceofbrewing.

FunctionalPrototypeFormativeEvaluationQuestions:

1. Whatdidyouthinkofthenavigation?a. Thenavigationwasverydifficulttounderstand.Mysuggestionsfor

improvementare_________________________________.

b. Thenavigationwasokay.Ithinkitwouldbebetterifyou______________.c. Thenavigationwasgoodbutitwouldbebetterifyou_________________.d. Thenavigationwasexcellent.Ihavenosuggestionsforimprovement.

2. Didyouknowwhatyouweresupposedtodooneachpage?Ifnot,whatpage(s)confusedyou?

3. Whatdidyouthinkofthecontent-relatedquotationsinthefooters?Weretheydistracting?

1. Theywereverydistracting


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2. Theydistractedmefromtheinformation,butnottothepointofclosingthebrowser

3. Ididntnoticethem4. Ithinktheyhelpedmeunderstandthematerial5. Theyenhancedtheexperienceandreinforcedthematerial

AdditionalSMEQuestions:

1. IsanyofthisOverviewoftheBrewingProcesscontentinaccurateorconfusing?Ifyes,whatareyoursuggestionsforimprovingthecontent?

2. ThetargetpopulationforthisEdWebisthosewithabackgroundinbrewingand/orscience.Giventhispopulation,doyouthinktheexamplesareappropriate?Whatabout

theactivities/quiz?Howwouldyouimprovethisunitanditslearningobjective(s)?

NavigationJustification:DescribethreeexamplesofthenavigationinyourEdWeb

FunctionalPrototypeandjustifywhyyouareusingthattypeofnavigation.Besuretocite

Hortonchapter11usingeitherparaphrasesorexactquotationstojustifyyournavigation.

EachparaphraseorquotationneedstoincludeapagenumberfromHorton.

1. Images(thumbnails)thatindicateUnits,DoActivities,etc.

Smalliconswillserveasvisualnavigationelementstohelpquicklyidentifyones

locationwithinthesite/course.(VisualMenuspg.547)

2. End-of-pagenavigationthatlinkstothenext(chronological)page.

AniconthatreadsNextandalsoindicatesthetitleofthenextpagewillbelocatedin

thelower-rightportionofthepage.Thiswillallowtheuser/learnertoproceedontopic

atatime.(Pagingpg.535)

3. Bold-facing(inthesidebar)ofcurrenttopic/pagetoshowprogressionthroughunits.

Asubtledesignchange,likeahighlightorboldfacingofthemenutextthatcorresponds

tothepage/topictheuseriscurrentlyinteractingwithwillserveasameasureof

progressthroughtheunit.(LocationIndicatorspg.563)

EdWebReflections:PleasereflectonyourEdWebbyansweringthefollowingthree

questions.

1. HowareyoufeelingaboutyourEdWeb?


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ImeerilycalmaboutmyEdWeb.Iknowwhatmyfinalproductwilllooklike

(mostly).Iknowitwilllookgood,butamateurish;andImokaywiththis.Ive

learnedatremendousamountaboutusingDreamweaver,filemanagementforFTP

purposes,HTML,andCSS,andallwithmykidstuggingsittingonmylaptogeta

glimpseofwhatiscausingDaddytospendsomuchtimeintheoffice.

2. Whatisthemostimportantthingyouhavelearnedaboutdesigninganddevelopingelearninginstruction?

Details,details,details!HereareafewthingsIvelearnedmatteratremendous

amount:colors,spacing,images,layout,internal/externallinks,navigationaids,

footercontent,andamountoffreedomtogivetheuserintermsofnavigation

(i.e.,explorationormoreofalocked-downonepageatatimetypeofnavigation).

3. Ifyoucouldtravelbackintimetothebeginningofthissemester,i.e.,January18,2011,whatwouldyoudodifferentlyintermsofyourEdWeb?

Iwouldntchangeathing.IamworkingashardasIcanandthereforeholdno

regretsaboutpastdecisions.

VII. EdWebUpdate#2

1. FunctionalPrototypeformativeevaluationresults.PleaseuseatableliketheonebelowforreportingtheresultsoftheFormativeEvaluationofyourFunctionalPrototypeandthe

revisionsyouplantomakebasedonthisdata.Note:IfyoudidnotuseaLikertscale

question,thenyoudonotneedtoreportthemeanscoreasshownbelow.

Question1 Reviewer1(SME)Reviewer2

(SME)Reviewer3 Reviewer4 Reviewer5 Reviewer6

Whatdidyouthinkof

thenavigation?

a) Thenavigationwasverydifficult

tounderstand,

mysuggestions

forimprovement

are_____.

b) Thenavigationwasokay.Ithink

itwouldbe

betterifyou

_____.

c) Thenavigationwasgoodbutit

wouldbebetter

ifyou_____.

d) Thenavigationwasexcellent.I

C

changeitsoI

knowwhereIam

atalltimes.Idont

likehowit

changedwhenI

linkedtoapage.

B

designa

dropdownmenu

insteadofthe

sidemenu.

B

makesurethe

menudoesnt

changefrom

pagetopage.

B

addmoreto

themenu.

B

somehow

animatethe

menusomaybe

itchangeswhen

youclickona

link.

B

makeissowe

knowwherewe

areatalltimes.

Canyoualsomake

itsowecangoout

ofsequence?


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haveno

suggestionsfor

improvement.

IwilladdaSprymenuthatdropsdownandchangescolorindicatingprogress.

Question2 Reviewer1 Reviewer2 Reviewer3 Reviewer4 Reviewer5 Reviewer6

Didyouknowwhat

toyouwere

supposedtodoon

eachpage?Ifnot,

whatpage(s)

confusedyou?

Yes,butIthink

morenavigational

freedomwouldbe

nice.

Yes,moveonto

thenext

sequentialtopic.

Yes Yes,althoughat

timesIwas

confusedasto

howfaralong

intothecourseI

was.

Yes Yes,clicknext

IwilladdaSprymenuthatdropsdownandchangescolorindicatingprogress.IwillalsoaddPreviouslinktothetopportionofthepages.

Question3 Reviewer1 Reviewer2 Reviewer3 Reviewer4 Reviewer5 Reviewer6

Whatdidyouthinkof

thecontent-related

quotationsinthe

footers?Werethey

distracting?

a) Theywereverydistracting.

b) Theydistractedmefromthe

information,butnottothepoint

ofclosingthe

browser.

c) Ididntnoticethem.

d) Ithinktheyhelpedme

understandthe

material.

e) Theyenhancedtheexperience

andreinforced

thematerial.

E E D E E E

IllkeepthequotationsandlookforadditionalonesasIaddpages.

Questionx Reviewer1 Reviewer2 Reviewer3 Reviewer4 Reviewer5 Reviewer6


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SMEConversations:

Whodoyouthink

willenjoythis

EdWeb?

Beginning(never

brewed)and

intermediate

(havebrewed

before)

homebrewers,

craftbeerlovers,

and

Thosenewto

brewingin

generalwill

reallyappreciate

thissite.

Advanced

brewersmay

enjoythevideos,

etc.,buttheywill

probablynot

leavewithany

newbrewing

knowledge,but

theywillgain

somescience

perspective.

IwillnotmakeanysignificantchangeswithregardtothemajorcontentoftheEdWeb.

2. ReadingLevelAssessment.ConductareadinglevelassessmentonyourFunctionalPrototypeandreporttheresultshere.UsethejobaidcalledReadabilityStatisticsin

DocSharing.Provideascreencaptureoftheresultstable.Passivesentencesshouldbe

below10%.

3. ReflectionsontheresultsofyourReadabilityStatistics.Whatdidyoulearnfromconductingthisreadabilityassessment?Whatrevisions,ifany,doyouplantomaketoyour

EdWeb?

IwasnotawareofthisMSWordtool,whichissomethingIwilluseinmyteaching.Second,I

learnedmycurrentreadabilityfitswithinthecriteriaspecifiedabove(passivesentencesless

than10%,etc.)andthatmyreadabilityis10-11thgrade-level,whichisappropriateforthe

typeoflearnersforwhichIdesignedtheEdWeb.


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4. Categorizationofyourimages.CategorizeeachvisualinyourFunctionalPrototypeusingtheGraphicsjobaid(inDocSharing).Pleaseuseatableliketheonebelow.Also,please

optimizeyourscreenshotstomakethemassmall,intermsoffilesize,aspossible.Youcan

usethumbnailsifyouwant.NoBMPs;theyaretoobig(infilesize).

Screenshot(optimizedor

thumbnail)

Locationofthisimage,i.e.,

thenameofthepagein

yourEdWeb

NameofGraphicsCategory

EndofUnitQuizzes(endof

allthreeunits)

Navigational,

Organizational

QuickReviewswithinunits. Navigational,

Organizational

StylesofBeersectionoftheEdWeb(dopplebock)

Representative

Fermentationportionof

theHowtoBrewunit

Transformational,

Interpretive

Epichistoryportionofthe

HistoryofBeerunit.

Decorative

BoilportionoftheHowto

Brewunit.

Transformational,

Interpretive

5. ReflectionsonthedistributionofimagesinyourEdWeb.Howmanyimagesdoyouhaveineachcategory?Howdoyoufeelaboutthatdistribution?Whatchanges,ifany,doplanto

maketoyourimages?Note:Youdonothavetohaveimagesineachcategoryandyoudo

nothavetohaveanevendistributionofimagesbycategory.


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6. DualCodingexamples.ProvidethreeexamplesofthedualcodinginyourEdWeb.Pleaseuseatableliketheonebelow.

Screenshot(optimizedor

thumbnail)

Locationofthisimage,i.e.,

thenameofthepagein

yourEdWeb

Whattextdoesthisimage

replaceordualcode?

UnitQuizzes Quiz

QuickCheckswithinunits Review

ScienceportionsofHow

toBrewunit

ScienceContent

7. ADAAccessibility.Therearethreepartstothisnewsection.Part1:DoestheauthoringtoolyouusedprovideanykindofADAaccessibilitytest?Please

checkthewebsiteoftheauthoringtoolyouareusing,aswellastheHelpsection.Thisisa

yes/noquestion.

IfindallsortsofmentionsofADAcomplianceinDreamweaver-relatedforumsbutcannot

findaway,withintheprogram,totest.So,no.

Part2:IfyourauthoringtoolprovidesanADAaccessibilitytest,pleaserunitonyourEdWeb

andreporttheresultshere.

ThisdoesnotapplyasIcannotfindawaytotestwithinDreamweaver.

Part3:Reviewthefollowingtwowebsitesandin50to100wordsdescribehowyoumight

assesstheADAcomplianceofyourEdWeb.Therearethreelevelsofaccessibilityand

typically,developersaimtomeetonlythelevel1standards.Formoreinformation,seethe

ADAsitehttp://www.ada.gov/adahom1.htmandtheW3Csite

http://www.w3.org/TR/WCAG/


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TheprimaryreasonwewantstudentstoinvestigateADAcriteriaistoexperiencehow

designingforADAisalotofworkandneedstohaveadecentbudget.Itisnotsomething

youcandoinanafternoon.

Thismakesmerealizethepracticalityoforganizingproductivityteamsasnoonepersoncan

masteralloftheskillsnecessarytoconceive,design,create,test,andproduceanEdWeb-

typeofproduct.

8. ReflectionsonADA.a. DoestheorganizationforwhichyouaredevelopingyourEdWebrequireADA

compliance?

ThisisnotapplicabletomyEdWebasitisnotbeingdevelopedforanorganization.

b. Ifyes,whatlevel?N/A

c. Ifyes,whatareyourplanstoinsureyourEdWebmeetstherequiredcompliancelevel?

N/A

d. WhatisthemostimportantthingyoulearnedaboutADA?IwouldhaveneverthoughtaboutADAcomplianceifitwasntforthissection.Ihad

noideathiswassoimportant.Iunderstandwhy,butitjustwasntonmyradar.

9. PeerReview.Whatrevisionsdidyoumake(ordoyouplantomake)toyourEdWebbasedonthePeerReviewanotherstudentconductedonyoursite?

IplantomodifytheContactUsportionofmysiteandworktomodifytheSprymenuto

bettervisuallyindicateprogress.

10.FutureplansforyourEdWeb.AfterINTE5670,whatareyourplansforyourEdWeb?Whatcontentmightyoustillneedtoadd?Whatinstructionalstrategies,suchassimulations,

animations,orpodcastsdoyouneedtoadd?WhendoyouplantoimplementyourEdWeb

withrealstudents?

IwanttoaddCamtasia-typevideostothescienceportionsoftheEdWebtobetterexplain

theconcepts.


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Iwouldloveabetterintrotothesitethatwilldefinitelyhookthelearnerintostarting.I

envisionmusicandanimations.

Iwouldlovetolearnhowtoanimatethequizzes.Forexample,ratherthansimplychoosing

ananswer,Icanthinkofaninstance(ortwo)whereitwouldbenicetohavethelearner

draganiconfromoneplacetoanother.

ItwouldbeneattosummarizethehistoryportionoftheEdWebintoaninteractive

timelineratherthanthetext-richrenditioncurrentlyavailable.

*************************************************************************