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EdWeb Analysis and Design Document of 37

EdWeb Analysis and Design Document Carol K. Parenteau Art & Culture Through Time Executive Summary • Instructional setting

The EdWeb “Art & Culture Through Time” is an educational interactive web exhibit used as a learning tool in college level art appreciation courses. It contains three topics; each topic is a self-contained module with learning activities as well as an assessment. The modules will be designed to work with the discussion and grading tools of D2L (Desire to Learn) management system. Students will access the modules from the assignment description.

• Goals and outcomes The goal of the EdWeb is to enhance the current learning environment by designing engaging and media-rich educational activities that align with state-required course competencies. I will measure outcomes by using student responses to course surveys. I hope to get a couple of colleagues to evaluate the EdWeb also.

• Learner needs and characteristics

Learners typically range from 17 to 50+ years of age. The majority of them are between 18 and 40 years of age. Learners have a wide array of backgrounds and come from different ethic and racial groups; they are mostly female. Only a small percentage of learners are non-native English-speakers. Very few of all learners report disabilities and all learners take the course for college credit.

• Instructional content The EdWeb “Art & Culture Through Time” contains three modules, each module covers a topic that enhances and complements the existing course content. The topics for the modules are: Elements of Art; Design Principles; Modernism

• Project management I will dedicate 40 hours a week during the spring term to work on the EdWeb. This is a change from the estimated 20 hours I planned in the Fall. I am finding out that it will be very challenging. I also teach 4 online courses, so my schedule is packed.

• Tool assessment I will use Dreamweaver to design the EdWeb. I want to learn how to use this tool, I think it will be an asset in my resume.


• Instructional design model

I will use the Construtivist/Interpretivist Model of learning because it works well with the kind of visual and interactive formats I intent to create. My goal is to gather a community of learners in an environment where they can interact with other students and information, and where tools will became instruments to construct knowledge and meaning.

• Learning activities

Each of the three learning modules will have several activities. These activities will include: Reading the text; viewing and interacting with web exhibits; learning critical terms; choosing works of art to describe and analyze: researching online the works of art, artists, styles, and their historical context; writing essays; and participating by responding to other student’s posts in the discussion. The goal of the EdWeb is to enhance the current learning environment by designing engaging and media-rich educational activities that align with state-required course competencies. I will measure outcomes by using student responses to course surveys. The school’s quality control team as well as the faculty Chair may also evaluate the EdWeb. (Please scroll down)


Analysis

Instructional Setting • What is the instructional need or opportunity? What business or

learning problem needs to be addressed? I see an interesting instructional opportunity arising for me from the iterative process of teaching online courses on art appreciation and art history for Colorado Community Colleges Online (CCCO), which allows faculty a good measure of freedom to improve and innovate online teaching. I will create a set of 5 interactive Web exhibits, which are currently treated as “Discussions” in my courses. These will further engage learners in the topics I cover in my current art appreciation courses. I hope these activities will encourage learners to respond with enthusiasm. The current discussions format seems to be tedious for students and their responses are flat, tentative, and tend to parrot the sources learners consult. I hope to provoke a higher-level interest by using visually stimulating and interactive Web exhibits. The learning goal, as I envision it at this point, is to facilitate tools, ideas, methods, opportunities, and support to learners in an online environment, so that they may produce content in creative ways, personalizing that content, working collaboratively, and reflecting critically on the issues of the visual arts as well as the methods and tools of instruction.

• Will this be a self-paced, online course or a group-paced, online course. For example, IT5660 is a group paced, online course. What is your rationale for that decision? The course will be group-paced because student interaction and participation is considered an important component in CCCO’s online courses as a way to create, maintain, and increase interest in learning. For the student, the 15 or 10-week course offerings are spread out into units to create a manageable load. For me, as the instructor, it is convenient to have a group-paced course because it allows a steady and even flow of work.

• What are the benefits and potential drawbacks of your answer to #2? I don’t see many drawbacks for having a group-paced course. Most students are used to work on weekly or ten-day cycles. The assignments that require participation work best in a group-pace setting. However, there is another activity in the classroom that is similar to writing and turning in papers. For this activity students work on their own and I open 3 units at one time to allow them to post their work ahead of time if they wish, this is convenient for people who travel or can foresee conflicts with their schedule.


• What hardware and software do potential learners have? Browsers and version numbers Recommended browser for D2L, which is Firefox 3+.

• Internet access, i.e., cable, dish, T-1, modem Internet access is required, the school (CCCOnline) has some browser requirements, these should be suitable to view my EdWeb.

• Firewalls or “parental controls” There is no need for parental controls, just a browser tune up that can be quickly performed when accessing the school’s website.

• Other technology, hardware or software challenges. Because I want to use some web tools there may be some technology requirements and challenges. This is something I will need to take into account while I design the instruction.

• Who are the 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 the students, faculty, administration, and along with them the community at large because this instruction will be designed for a community college.

• What other instructional context issues, challenges or problems are important in this situation? I will need to think about this as I move along in the process.

Goals and Outcomes

a. What do 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, or 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. What indicators will you use 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? Do you need to collect baseline data in


order to calculate the increase in sales? Use the table below to answer this question. *I have listed the series of stakeholders I had in IT 5660. However, as I develop the EdWeb I think the principal stakeholders are my students.

Stakeholder group

Results stakeholders need to see to believe the EdWeb is successful

How you will collect data and measure changes

Students For students the course needs to meet or exceed their expectations. Items in a survey include: 1. Interesting/engaging

activities 2. Work load 3. Fairness, accessibility, and

knowledge of instructor

Student Surveys Students express their opinions in end-of semester-surveys of the course. I can include specific questions on the portion I plan to design, perhaps even including half way throughout the semester, or have weekly reflection surveys to gauge interest and assess and solve problems early.

Faculty (myself and colleagues)

For faculty and administrators success of the course design is measured by how well and how many students meet the instructional goals. 1. The opinion of students on

specific issues helps to understand and assess what works and doesn’t work well in the course.

2. Interest in the course, and retention rates also things to consider as signs of success.

Quality Control My course would need to be approved by peer faculty and administrators. CCCO has a quality control department, which ensures that faculty members perform at a high level of professionalism and meet all competencies and educational standards; it also recognizes outstanding courses and instructors showcasing their design and teaching in conferences, Wiki, and faculty blog. Faculty Performance Reviews The Chair of the department also has access to the courses and checks them periodically to discuss teaching and course design during faculty reviews.

Administration Administrators consider and evaluate Interest in the course, and student retention rates.

• The course needs to meet state colleges’ and state universities’ instructional

Feedback from Administrators

Administrators, quality control professionals, and the Chair of the department ensure that the course meets standards, they also encourage faculty to surpass those standards.


standards because this course is a guarantee-transfer course to Colorado four-year universities, which makes it quite popular and visible as humanities or elective credit.

When a course breaks new ground, faculty are encouraged and compensated for sharing their methods and techniques in a webinar or a PowerPoint Presentation or in a face-to-face presentation at conference time, so that other faculty and administrators can benefit from using new methods of instruction. This is to say that individual dedication and innovation give the college a measure of success.

IT Department The course needs to operate

well in the D2L (Desire to Learn) management system used by the community college.

Consult with the IT department to ensure that the course works well within the D2L management system and is up to the school’s standards. However, there are not major rules or guidelines for regulating the resources used by faculty to teach courses. This course could very well be seen as an external resource.

Community Working for a community college is working for the community. Every success in the classroom is also a success for its members. Interest in the course student performance and satisfaction are measures of success.

High or steady enrollment rates are a measure of success.

However, the college enrollment rate has seen on a huge surge due to other social and economic factors, which are not easy for me to measure and distinguish from the success that good instruction can bring about.

Cultural Capital

Ultimately, success in education is not easy to measure in terms of the impact on society, but those who teach and support institutions of higher learning believe that education enriches people’s lives, opens new opportunities, and stimulates thinking and the imagination so in the end we may leave better, healthier, and productive lives.


b. What other outcomes do you need to measure?

The outcomes I will measure will be how well the students understood and retained the information. To do this I have a couple of quizzes in the EdWeb so students can see how much they understood and retained. But in addition to the EdWeb I have an assignment in my course where learnes will be asked to write an essay using the knowledge and understanding they acquired in the EdWeb. In the class I use rubrics to measure several criteria.

Learner Needs and Characteristics

a. What are the demographics of the learners? Learners typically range from 17 to 50+ years of age. Most are between 18 and 40-years old.

b. Education levels and/or types of college degrees Learners have high school diplomas or equivalent degrees.

c. Other important demographics, e.g., gender, race, ethnicity, languages, disabilities? Learners are mostly women from a variety of races, ethnicities and parts of the state of Colorado. I have a often 2 or 3 percent of students in the military that access the course from places like Iraq, Germany, or Japan, or are spouses of military service man and women in Colorado. Most of the student’s first language is English but often have one or two each semester whose first language is not English. Very few students have reported having disabilities.

d. Are these learners volunteers? That is, are they required to take this instruction or will your EdWeb be considered “self-improvement?” Learners are not volunteers; all the students take the course for college credit.

e. What prior experiences do potential learners have with these content or related areas? For example, perhaps your students have no prior experiences with this content, which is a specific piece of equipment, but they have a lot of prior experience with a piece of equipment that is being replaced, e.g., the content is panoramic photography and the students are photographers who use digital SLRs or the content area is how to use a smart board and the students have extensive experience using traditional whiteboards. I would say that more than 70% of the students have had some type of exposure to the content, are interested in art, graphic design, game design, photography, crafts, or architecture. Less than 30% say they don’t know anything about art.

f. What are the technology skills of the learners?

• Approximately what percentage of learners have taken online instruction


before? I am not sure about percentages, but few report this is their first experience with an online course. Perhaps because they feel comfortable with computers in general.

• Approximately what percentage of learners use the Internet for educational or professional reasons? All my students enroll voluntarily to learn online.

7. What are the learning styles and skills of the learners? Please see the Impact of Learning Styles article in DocSharing. Generally, what are the learning styles of your learners? If you have no idea, how/where can you find that information? I see a variety of learning styles. Most of them are visual learners and enjoy doing research online. I think I could poll my students at the beginning of class to begin gathering more information on my student’s learning styles.

8. Are your learners self-directed learners? What evidence do you have to support your answer? Students need to be self-directed learners in order to succeed in the online environment. The school offers a variety of resources to help with student success, tutoring, advising, social networking (is new), library help, are some of this resources. Of those enrolled in the course there are always a few that don’t make it all the way to the end. The reasons vary widely. I don’t always know why they drop out but often times I learn that they can’t keep up with work, family, and school at the same time.

9. What other learning styles or skills issues are important to consider for the design of this instruction? I think it is important to appeal to all learning styles and provide some alternative for those who express concern using certain technologies. Giving students options on how to respond may be a good choice too. I had an older student complain about age discrimination in final survey. She said that using PowerPoint had been a nightmare for her and was unfair of me to ask that she learn how to use it. Unfortunately I learned about her concerns only at the end of the class and could not help her. I have since then modified the assignment for those who feel they can’t work with PowerPoint or other tools. But the majority of students enjoy assignments that require to use web tools or other technology, as long as it easy, cheap, and readily available.

10. What are the reading skills/level of the learners? Generally, American corporations assume a 10th grade reading level. I am not sure how to gauge that. I have very smart students who can read, write, and think critically, sometimes at what I thinks is a graduate level, and there are those students who have difficulty reading basic instructions. The majority of


them probably have a 12th grade reading level.

11. What are the expectations and/or assumptions your learners have about instruction and/or this topic? a. Do they have a positive attitude toward instruction? Yes, I think most of them do. b. Do they have a positive attitude toward this topic? Yes, most of them do. c. What do they want or expect from instruction? I think many students think this will be a very easy course, but they find out that it rigorous and demands that they read, write, and think critically.

d. What are the incentives and disincentives for learners to successfully complete this instruction? Learners will receive college credit to complete the assignments based on what they learn in the EdWeb.

12. Will learners take this instruction in their free time or during their regular work hours? Learners need to work on the class during free time, researching, writing their work, and reading and responding to the work of others.

13. Do learners need the instructional information? Do they get rewarded for using it? Learners take this course for college credit; many report the experience to be rewarding as well.

14. What other learner needs or characteristics are important and/or relevant to this project? Learners need to be self-motivated. Online learning demands more involvement than face-to-face courses, where students can go an entire semester without uttering a word. Project Management

1. For the purposes of the Certificate Program, your EdWeb will be nearly complete at the end of the second course, IT5670. 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.

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. Yes, I don’t have a deadline to complete the EdWeb for the institution.


2. How much time per week do you have to work on your EdWeb? For example, if you are developing your EdWeb for your employer, will you be able to work on the EdWeb during “normal” working hours? How many hours per week do you have to work on your EdWeb when you are not at work? Perhaps you can work on your EdWeb 8 hours/week while you are in your office plus 10 hours/week when you are not in the office. That is a total of 18 hours/week. I plan on working on the EdWeb 20 hours a week. This will fit well with my work schedule. I would like to alternate teaching my courses and developing the EdWeb, in a way I would be thinking about the EdWeb while I work too, since the EdWeb would be an extension or improvement to my current courses. This is a favorable situation, I think.

How much time do you have to devote to your EdWeb during IT5670? Remember, IT5670 is a 16-week course. In the example above, 16 weeks x 18 hours/week = 288 hours. I initially estimated 20 hours a week to work on the EdWeb this Spring term while working on IT570 but it has been more like 50-60 hours per week in the first 3 Units of the course.

3. Are you the content expert? If you are not the content expert, is a content

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? I am the content expert. I would like to show my work to the Chair of my department and other fellow instructors, some content experts and some that are from other fields.

a. 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? I hope to find a colleague or several who could look at the material or test parts of the material at the time.

4. What other types of experts do you need for this project? 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? Use the following table if there are more than two experts with whom you need to coordinate. I initially thought I would find more collaboration at CCCOnline but what I think I need the most at this point is expert advise on how to use Dreamweaver and incorporate animation and video in my design. I am not worried at all about content. I have been working to prepare for this for a long time. Should the need arise I can turn to course instructional designers at CCCO for some things.

5.

Name/Title of Expert Approximate Date for Discussion


With This Expert Daniel Metz Chair, Humanities Department Donna Hall - Instructional Design Team Coordinator Mary Cash MA, MLS - Library Specialist and Instructional Design Aaron Leonard - Graphics, Multimedia and Instructional Design Amy Sorensen MA - ProfHelp and Instructional Design Debra Warren MA - Instructional Design

The CCCOnline Design Team

Jake Camp D2L assigned mentor 6. Who has to approve this project? For example, does someone in your school

need to approve your EdWeb design before you develop it? Does someone in HR need to approve it? When do you need to get their approval? No one.

7. Organizational change issues: Please use titles, not personal names, for these questions. Note: eLearning frequently fails due to organizational change issues. See the following for more information.

a. Are you breaking new ground in your organization with your EdWeb? If yes, who may be threatened or intimidated by it? I would like to break new ground, although there are many new things going on in the college. The latest is the use of Second Life for instruction. I don’t think my project will entail stepping on anybodies toes.

b. Who directly supervises the learners who will take your EdWeb? Does this person support and/or value the instruction or your approach to the instruction? I do.

c. Are there people who want this project to fail? If yes, list their titles and why you think they want this project to fail. No.

d. How and when will you inform each group of stakeholders about the project? I will send an email to the Chair of my department pitching the idea. My course will be part of the courses that are scheduled to utilize digital content, so, I also have to design my instruction with this in mind. I will need to consult via email with Donna Hall who is the Instructional design


team coordinator. I want to wait until after Nov 14th to do this because administrators are currently overloaded with migration work.

8. What other resources or project management issues are important or relevant to this project? I am not sure at the moment.

Scope of EdWeb 1. What is the scope of this instructional product, i.e., is it a lesson, a group

of lessons, a full semester course, a multi-course curriculum, etc.? If it is more than one lesson, list the topics you plan to cover. My plan is to develop 3 interactive Web exhibits to enhance, complement, and improve interest in the current “Discussion” threads in my course.

2. Approximately how many hours will it take for students to complete your EdWeb? For example, if you are converting a 32 hour face-to-face seminar to a self-paced, online course, consider using the industry standard of 40%, i.e., a self-paced, online course will typically take about 40% of the time required for a f2f course. In this example 32 hours x 40% = 12.8 hours. So, you can estimate that your new online, self-paced course will take students approximately 12.8 hours to complete. I estimate that my students spend an average of 20 minutes per unit interacting with the content I want to develop. This would mean that students would spend a total of 1/2 hour in a given term.

3. Approximately how many hours will you need to design and develop your

EdWeb? A general rule of thumb is that if you are developing self-paced, online instruction, you will need between 200 and 400 hours/hour. Using the example in the previous paragraph, 12.8 hours of instruction will take somewhere between 2,560 and 5,120 hours for you and your subject matter experts to complete your EdWeb. For more information about hours/hour estimation, see eCollege>DocSharing>How Long Does It Take article. Notice that one of the variables is “expertise.” This applies to your expertise as a subject matter expert, your expertise as an instructional designer, and your expertise with the development software, i.e., Fireworks, Dreamweaver, etc. I initially estimated 200 hours based on the formula, but so far everything I have done has taken twice the amount of time, so I will say 400 hours.

4. Review your answer to Project Management question #2 about how much

time you have to devote to this project during IT5670. Compare that number with the number you estimated in the previous paragraph (#3 in this section). Are those numbers close enough to make this project doable? If not, what needs to change, i.e., either the amount of time you devote to this project or the size of this project?


Using our examples, the answer to question #2 in the Project Management section was 288 hours. The answer to question 3 above in the Scope of Project section is a minimum of 2,560 hours. That indicates for the purposes of this EdWeb, the number of hours you are going to spend developing the EdWeb needs to increase and/or you need to reduce the amount of content in the EdWeb.

I can spend 200+ hours working on the EdWeb I reduced the number of modules from 10 to 5 to reach this number.

5. What other project scope issues are important or relevant to this project? I am not sure at the moment.

Instructional Objectives & Assessments Goals and objectives are not the same thing in instructional design. Basically, goals are “big picture,” 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 spefic unit of instruction. See http://web.bsu.edu/IRer2.htm (Please scroll down)


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 For the purposes of your EdWeb, your instructional objectives should meet the following three criteria:

a. What specific behavior or performance must students demonstrate when they complete this instruction?

b. How will you measure that, i.e., what specific assessments will measure if students have learned?

c. Do each of your objectives . . .(Reference: http://web.bsu.edu/IRAA/AA/WB/chapter2.htm)

d. use action verbs? e. use simple language? f. describe student rather than teacher behaviors? g. describe a learning outcome rather than a learning process? h. focus on end-of-instruction accomplishments rather than subject matter

coverage? i. indicate a single outcome per objective? j. link to something the student has to do on the job or in another

instructional setting?

Use the following table to record your formal instructional objectives. The orange highlighted row provides an example. Before you start work on this table, please 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, not linear, process! If your students are volunteers and taking your EdWeb for personal, self-improvement reasons, consider the possibility that you may not be able to measure how much they learn, i.e., they may not take your mastery test or answer any of your assessment questions. In these situations, the second column in the table below, entitled “How will you measure it?” may simply be a short survey asking “students” if the instruction was useful or meaningful. Consider the formative evaluation questions you wrote for your Web 2.0 Webinar for ideas about the second column if your learners are volunteers.

Table 1: EdWeb Objectives and Assessments

Objective # What is the specific behavior or performance students must demonstrate?

How will you measure it?

1 a. Given the link to an interactive Web exhibit that highlights how these elements are used by

b. Formative self-assessment within the web-exhibit for the module will help students gauge


famous artists, the learner will demonstrate writing and research skills, understanding of terms, and critical and analytical thinking by:

Writing a one-page essay describing the use of the elements of art in a work of art of the learner’s choice and post it to the discussion thread.

Responding to at least two other students’ essays in the thread.

their understanding of the subject and the terminology.

c. Formative evaluation Instructor’s written evaluation of essay in the thread, giving students the opportunity to add or correct their essay.

d. Students will respond to at Informal feedback from and to peers and receive feedback from their peers.

e. Evaluative assessment by instructors. Evaluation based on rubric that specifies the point-worth of each activity and is provided along with the assignment description.

2 f. Given the link to an interactive Web exhibit that highlights how famous artists used the design principles, the learner will demonstrate writing and research skills; understanding of terms; and critical and analytical thinking by:

Writing a one-page essay describing the use of the principles of design a work of art of their choice and post it to the discussion thread. Responding to at least two other students’ essays in the thread and receive feedback from peers.

a. Formative self-assessment within the web-exhibit for the module will help students gauge their understanding of the subject.

b. Formative evaluation Instructor’s written evaluation of essay in the thread, giving students the opportunity to add or correct their essay.

c. Students will respond to at Informal feedback from and to peers and receive feedback from their peers.

d. Evaluative assessment by instructors. Evaluation based on rubric that specifies the point-worth of each activity and is provided along with the assignment description.

3 e. Given the link to an interactive Web exhibit that highlights the works of art that define the Modernist movement in the visual arts, the learner will demonstrate writing and research skills; understanding of terms;

f. Formative self-assessment within the web-exhibit for the module will help students gauge their understanding of the subject.

g. Formative evaluation Instructor’s written evaluation of essay in the discussion thread, giving students the


and critical and analytical thinking by:

Writing a comparative essay between two given works of art, and posting it to the discussion thread. Respond to at least two other students’ essays in the thread and receive feedback from peers.

opportunity to add or correct their essay.

h. Students will respond to at Informal feedback from and to peers.

i. Students will respond to at least two other students’ essays in the discussion thread and receive feedback from their peers.

j. Evaluative assessment by instructors

k. Evaluation based on rubric that specifies the point-worth of each activity and is provided along with the assignment description.

1. What learning resources (databases, tools, documentation, articles, books, job aids, people, etc.) will learners need during this instruction? How will you obtain these learning resources? My idea is to provide students with a series of web exhibits for each of the 5 units that will introduce the topic, demonstrate some important principles and allow them to share and collaborate on producing a document for the entire class. I will also provide additional resources such as job aids and relevant links.

2. What other instructional content issues are important or relevant to this

project? Not sure the moment.

Design (part 1)

Instructional Design Model and Learning Theory 1. What is your theory, model or definition of learning? For example, some

say learning is the process of personalizing new information. Others say learning is the process of memorizing new information. What is your definition? For summary information about the three major theories of learning, see http://classweb.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm I will use the Construtivist/Interpretivist Model of learning because I e-learning environments work well for the kind of visual and interactive formats I intend to create. My goal is to gather learners in an online environment to interact with other learners and information. In this environment tools such the web exhibits will became instruments for learners to construct knowledge and meaning.


2. Other than the CIVs and Horton’s Absorb, Do, Connect model, what, if any, other instructional design models do you plan to use, i.e., Kolb’s Model of Experiential Learning or Problem-Based Learning? See http://carbon.cudenver.edu/~mryder/itc_data/idmodels.html. Note: You are only required to use the CIVs and Horton for this class but perhaps your organization has an instructional design model, strategy or template you should use. The instructional design models I am thinking about right now include ideas from Discovery Learning, Short Term Webquests, Situated Learning, and Action Learning, which I read under the Constructivist Models document cited below. I hope to learn more about all of these models and see how they help create my EdWeb or how they align with the ideas I currently have. http://carbon.ucdenver.edu/~mryder/itc_data/idmodels.html#comparative

3. What other instructional design issues are important or relevant to this project? I will consider issues of Universal Design, as outlined by the institution for which I work. I also will try to gather information on learning styles from my current students.

Learning Activities

1. How do you intend to integrate the “Learner Centered” Common Instructional Value into your EdWeb? Provide at least three specific examples.

Students are asked to read, view, research, and write. These activities require

that learners be proactive about absorbing the information in different ways. They are also required to write and respond to other students to seek feedback and in turn to give feedback to others. In short, all these activities are learner centered because the information is not being delivered but needs to be retrieved and has to be processed.

2. How do you intend to integrate the “Social” Common Instructional Value into your EdWeb? Provide at least three specific examples.

The social aspect of the EdWeb is the result of the interaction with other

learners in the discussion thread. Learners are required to respond to at least two other students and they in turn received works resonate with them.

My role as an instructor is also to highlight the nuggets of insight that their responses reveal, and to encourage them to continue to inquire and discover relevance, significance, and meaning.

3. How do you intend to integrate the “Active” Common Instructional

Value into your EdWeb? Provide at least three specific examples. Learners need to be active because they have to research topics and write

about them. The EdWeb I will design will also require that they view and interact


in web tours. Because participation counts for 40% of the discussion grade, responses of

learners to others need to be substantial and demonstrate critical thinking. The emphasis is in processing information, not just repeating it. This requires thinking doing in various levels of complexity.

4. How do you intend to integrate the “Supportive” Common Instructional Value into your EdWeb? Provide at least three specific examples.

Students will receive weekly feedback from myself every week in the discussion

thread. My comments will always contain words of encouragement as well as formative evaluation. Peer learners are also expected to be supportive and provide constructive criticism when they respond to other students in the required discussion thread. This participation counts for credit.

feedback from others. In addition, Part of my role as instructor is to respond to each individual’s post each week giving them personal attention, formative evaluation, and encouragement.

5. How do you intend to integrate the “Contextual” Common Instructional Value into your EdWeb? Provide at least three specific examples.

The “Contextual” Instructional value will be integrated in the Edweb by

encouraging students to express their personal opinion on the facts. Students also contextualize information on their own by making personal choices, by choosing works of art of their liking and questioning why those

6. Complete the following chart to describe the activities you plan to

include for each objective. In the first column, enter your objective. For each objective you may have one, two, three or more activities. Briefly describe those activities in the second column, entitled Activities. Put a checkmark in the Absorb, Do, or Connect column for each activity. That is, each activity is an Absorb activity, or a Do activity or a Connect activity. Reference: Horton chapters 2, 3, and 4.

Note: Once you complete this table, with all of your objectives and all of your Absorb, Do, Connect activities, you basically have the foundation for your EdWeb.

Objective Activities Absorb √ Do √ Connect √

√

Explore the elements of art

Read: • Chapter in

text View:

• Animation Know:

• Definitions of the

• Read • View/interact

• Know (test)

• Respond to others students

• Chose • Describe


elements of art

Chose: • An image of

a work of art Describe:

• Elements of art

Participate: • Read other

students’ posts and respond to at least 2 class mates

Explore the principles of design


text View:

• Animation Know:

• Definitions of the principles of design


a work of art Describe:

• Principles of design



• Read • View/interact

• Know (test)

• Respond to others students

• Chose • Describe

Explore the concept of Modernism


text View:

• Animation/ video

Know: • Main

definitions and characteristics

• Read • View

• Know (test)

• Think • Write • Respond

to others students

• Chose • Research • Think • Write



a work of art Research:

• Context of work of art

Think and write: • Why chosen

work of art is Modernist



1. What other issues related to learning activities are important or relevant to

this project? Horton suggests a “docking module” for such needs (p. 315). I will explore that possibility.

Tools Assessment

The goal of this section is to help you select the best authoring tool for your EdWeb. In making that decision, consider the following questions.

1. If you are developing your EdWeb for an organization who already uses an authoring tool, what are they using? Perhaps you should use that. The institution I work for uses D2L. However, I don’t think I could design the kind of instruction I have in mind in this platform. This is because the html editor provided by D2L may not be enough to support the animation, graphics, and interactive content I will like to design.

2. What web development tools, if any, are you experienced using? Perhaps you should use that. I don’t have any experience with web development tools. I hope to learn Dreamweaver for my design or perhaps create a working prototype in Fireworks first.

3. What tool do you think you should learn to increase your marketability? I am not sure about this question, but I would like to have at least Dreamweaver under my belt. I think this would help my resume. I purchased the software and after learning Fireworks I think this is a good choice.


4. What 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.) I will use Dreamweaver.

5. Review your instructional objectives and learning activities, described above. Are there any objectives and/or learning activities that may require special tools, e.g., a simulation or animation? If yes, list those objectives and/or learning activities here. One of my main goals is to create interactive documents as well as some animations. I think I can achieve both of these using Adobe products such as Flash, Dreamweaver, and Soundbooth.

6. Given your answers to questions 1 through 5 in this section, what authoring tool do you think you will use for developing your EdWeb? Fireworks and maybe Dreamweaver at a later stage.

Reflection Questions

• How do you feel about your EdWebA&D document? Does it feel accurate and complete? It feels pretty complete as of now.

What was the most challenging or difficult part of creating this document? Settling for the activities was difficult for me. Horton was very helpful in this sense because some of the examples he gives in the text look like good starting points for my ideas.

• What questions or concerns do you have about your EdWeb? My concern at the moment is being able to work comfortably in Dreamweaver.

• How are you feeling about developing your EdWeb, based on this document? I feel good. It is a good document to plan the EdWeb. Of course I feel insecure about how will all play out while I am trying to work with Dreamworks.

Note: In IT5670, you will add several new sections to this Design section. For example, you will add a section about the interface of your EdWeb, including typography, images, color scheme. You will also add a section describing your instructional plan for each of your objectives and your formative evaluation plan.


Ed Web Update #1: Add these sections to the end of your EdWeb A&D document. Due the end of Unit 3: 200 points. 1. Design Prototype formative evaluation results and revisions you plan to make based on this data.

Changes: I will have to work on making the purpose of the website easier to understand by implementing some of the issues with the fonts and design. I will also clarify the description in the introductory page.

Changes: I will need to make some changes in the navigation buttons, in the comments section there are some clues as to what is not working; the color of the tabs seems to be distracting as it is different in color.


Changes: I new there were some problems with the fonts, I hope I can work this out in Dreamweaver. I will also change some of the white fonts with the gray background, as per some of the comments at the bottom of the survey.

Changes: The idea of an introductory video was well received in general. There were some comments on the mock buttons I pasted in the prototype, but those will not be there is the video itself will have its own neat buttons.

Changes: The color scheme and overall design was not received well by all, one of the commentaries had to do with a personal preference for brighter colors. However, after making some adjustments and adding the images for the artworks that I plan to add, this design may be more appealing. I also will consider adding some color behind the main site, as I have seen in some sites. (Please scroll down)


Changes: I will address all of the issues that the responses to the survey bring up. They are all very valid concerns. I think the feedback is very useful. I am very happy to see the responses were pretty specific in this section of the survey. 2. Style Guide issues

a. Icons: b. Links: I will have a link to my email, not sure what else at this point. c. Other common elements you plan to use throughout your EdWeb: Based on the formative evaluation feedback, I am not sure this is what you mean, what I will have the logo and navigation buttons be consistent in all pages. As I develop the interactive elements I may need to use icons and such.


EdWeb Update #2 Please add these sections to the end of your EdWeb A&D document.

1. Functional Prototype formative evaluation results. I had only 4 responses for my Prototype this time. The comments were the most useful tools. The responses to questions about the ease of navigation and design vary, but in general are fine. I sent this survey later than I expected because I had problems with my site early on, so when I sent it to the participants the site was a bit confusing I had some things ready while others were in the process of being resolved. I implemented several of the ideas from the comments. I changed the arrow buttons for paging navigation to be a better resolution. I added a way to get “home” from every page. I added spacing and styling to the paragraphs. I also added an arrow to the images that have a spry feature to let them know there is more content to display there.


2. Describe three examples of the navigation in your EdWeb and justify why you are using that type of navigation using Horton chapter 11. I am using rich navigation. Three examples are the following. a) Menus list lessons and topics for learners to pick from, according to Horton (537). In my EdWeb I use the Menu (example on the right) to make it easy to understand what is in the site and quickly access the different modules. The Menus is visible in all main sections, which are four in number. b) “Visual maps indicate choices with visual images rather than just labels.“ Horton (547-8). They are important for certain subjects such as art, Horton remarks. I am using several visual maps such as the one below, images, as well as text are linked to content (example below).

This gives learners easy random access to the content and a glimpse of what is in each subtopic; it also helps learners to associate terms and concepts. c) Paging (example right) is used to help learners move in a sequential, circular manner home to the end of the “road” (the about module, which contains site information and quizzes) and home again. It also has the menu buttons to jump to any module. The site also has a site map and another navigation that sends learners directly to contact information, quizzes, and home. I have these to provide access to all parts of the site from the main modules and give learners different options. The bottom navigation, for example is handy if learners are using a mouse because it is at the bottom right so the mouse doesn’t have to travel across the screen too far.


Horton states that paging is the simplest access mechanism for learners as it provides a logical path (Horton 535).

3. Update your Color scheme section and your typography section if you have changed either of those. Be sure to use Track Changes for this revision so we can find it. This is the old scheme and font sizes

This is the new color scheme and font types and sizes.


I will use Helvetica regular, bold, and oblique in different colors. The typeface is sans serif and it is easy to read. It is also compatible with most browsers

Bodytext 1 (Helvetica Regular 14, Hex # 66666 (for text boxes) Bodytext 2 (Helvetica Regular 12, Hex # FFFFFF ((for text boxes in spry tabs and thumbnail labels) Heading 1 Helvetica Bold 24, in the following colors Hex # (for headings) # E88B00 # 3496B2


# C91D0E # 992268 Heading 2 (Helvetica Regular 14, Hex # 666666 (for links and labels.) Heading 3 (Helvetica Regular 12, Hex # 999999 (for footer.)

4. Results of reading level assessment on your Functional Prototype. Use the job aid called Readability Statistics in DocSharing.

5. Reflections on the results of your Readability Statistics. What did you learn? What revisions, if any, do you plan to make?


The statistics of this introductory paragraph seem good for my EdWeb. Looks like the grade level reading is appropriate for college students. However, the Flesch Reading Ease is not very high. It would be nice to know if we should aim to achieve “ease of reading” or “adequate grade level” of reading, those two statistics are not clear to me, should they be related? Does the ease or reading decrease as the grade level goes up? This seems to be the logical conclusion, but can writing also be easy to read for those who read at certain level? This would mean that if the grade level is 12 and everything else seems fine, the ease of reading should also be high. Would this be a qualitative rather than a quantitative analysis? Am just splitting hairs?

6. Categorize each visual in your Functional Prototype using the Graphics job aid. Please use a table like the one below.

Screen shot

Location of this image, i.e., the name of the page

Name of Graphics Category

In the first or introductory page of each module.

The logo has different functions, it is decorative as well as representative, it tries to encapsulate the purpose and nature of the site.

In the first page of each module The buttons ae also individually displayed in the site map.

Organizational

In all pages

Organizational


On the home page.

Video will be representative and interpretive.

On first page of module 1

Organizational and representative.

Topic one for module 1

Organizational, representative, and interpretive (large image). All images will be transformational and interpretive in the end).














On the first page of module 1

Organizational and representative.


On the visible page of About.

Organizational

7. Reflections about the distribution of different categories of images in your EdWeb. How many images do you have in each category? 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. There are 70 visuals in the EdWeb right now. 66 visuals or 94% are representative 63 visuals or 90% are organizational 7 visuals or 10% are interpretive I will add about 10 more images for a total of 80 visuals. The goal is to have 95% of the images be transformational (with animations) as well as representative and interpretive.

8. Three examples of the dual coding in your EdWeb. Please use a table like the one below.

Screen shot

Location of this image, i.e., the name of the page

What text does this image replace or “dual code”?

Module 1 “Elements”

The topic of this page is “Color,” a concept explained in the bottom “white box” paragraph. The paragraph cites examples, which are exemplified as labeled images in the “map”. The large image is also an example of how color is used in one instance by one artist, and this information is in the “gray box,” which is a spry tab. The thumbnails will open up as a new full image with the option of animating the work with diagrams and they


will also have identifying information as well as an explanation of how they exemplify uses of color and color theory. The left blue band reminds learners they are learning about one of the “elements” of art.

Site Map access from the About Module.

The site map has the menu buttons with the colors and names of each site section. Below each button which are now used as icons is the content of the section with all the topics linked to the content. This map shows the “big picture” using some icons and mostly words organized in a grid.

Quiz question, accessed by going to Quiz link in the module “Elements” or from the “About”

Questions for the quizzes prompt recall of concepts, as they are illustrated in that work of art. Students can connect terms with images.

9. Summarize the results of ADA (American’s with Disabilities Act) evaluation of your Functional Prototype. Please use the job aid in DocSharing entitled Dreamweaver Accessibility Test. I run the test for accessibility in Dreamweaver for a couple of pages of my site. The result was a very long list of errors and suggestions. I don’t know how to even summarize the sentences except to say there were many suggestions and issues I didn’t understand even after looking at the code in my site.


10. Reflections on the results of the ADA evaluation of your EdWeb. What changes, if any, do you plan to make to your EdWeb? Unfortunately I don’t understand most of the test results. I tried to make sense of these sentences and fix the code but I ended up making undesirable changes to my page. Some comments had to do with the alternate text for images, but others are obscure to me. This is discouraging; it appears to be an entire new code system I don’t understand.

11. Future plans for your EdWeb I need to finish the second module by adding images and written content. Then I would like to work on the introductory video as well as on using some program such as flash to add some animation and activate annotations on images. I also have to write content for all images and find a way to

This assignment is due April 5, 2010 and is worth 200 points.

Evaluation Criteria • Be sure to put your answers to each of these questions at the end of your

EdWeb A&D document. • There are 11 question.. Each question is worth 8 points for a total of 88

points. The remaining 12 points are for correct grammar, spelling and active voice.

• The name of the file you submit should follow this format: Firstname Initial of

last name_EdWebUpdate2_Date you submit this assignment. For example: TonyW_EdWebUpdate2_April 4_2010

• If your Webinar Proposal Form 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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