Edweb Analysis and Design: Proposal Instructions and Template

EdWeb Analysis and Design
Proposal Instructions and Template
Table of Contents
EdWeb Analysis and Design ............................................................1 Table of Contents............................................................................1 Introduction...................................................................................2 Instructions....................................................................................4 Executive Summary.........................................................................6 Analysis.........................................................................................8 Design..........................................................................................24 Evaluation Criteria........................................................................34 Ed Web A&D Update #1.................................................................43 EdWeb A&D Update #2 .................................................................69
EdWeb Analysis and Design Page 1 of 81 INTE 5660, Spring 2011
Introduction
Project Description
The EdWeb project includes the analysis, design, and development of an instructional website. Unlike the Webinar project, your EdWeb focuses on asynchronous instruction. It is an individual project, which extends through the first two courses in the eLearning program: In INTE 5660 (this course), you will analyze and design your EdWeb by completing this EdWeb Analysis and Design (A&D) document. In INTE 5670 Developing eLearning Instruction, you will add new sections to this EdWeb A&D document. You will conduct formative evaluations on a design prototype and a functional prototype of your EdWeb. You will also complete all of the instruction, i.e., you will build out (develop) all of your Absorb, Do, and Connect activities plus all of the dual coding for at least two objectives. The word complete is in quotations. If you plan to include learning activities like video, animations, simulations, or podcasts in your EdWeb, you may learn how to use technologies to generate them in INTE 5680 Integrating Media into eLearning Environments. Those of you taking INTE 5680 this summer (it is OK to take INTE 5680 before INTE 5670) will be able to add learning activities you create in INTE 5680 to your EdWeb during INTE 5670. Those of you taking INTE 5680 after you take INTE 5670 can add activities to your EdWeb as you complete them in INTE 5680. The topic or focus of your EdWeb is your decision. We encourage you to select something you can use at work. If that is not possible, then perhaps you can develop an EdWeb for a non-profit at which you volunteer, the school your child attends, the retirement facility where you parents or grandparents live, or perhaps a business you want to start. Your EdWeb can be either self-paced or group-paced eLearning, like our INTE 5660 course. The EdWeb examples we provide in the course shell are all self-paced eLearning. We think our INTE 5660 course provides a good example of a group-paced course, though it is much larger in scope than what we would expect for a grouppaced EdWeb. It is a good idea to select a small topic. Your EdWeb will ideally take your audience about an hour to complete if it is self-paced instruction. If you choose to design group-paced instruction, your EdWeb would ideally be a 10-day unit (one hour of instruction per day). The research indicates that it takes approximately 200 to 400 hours to create one hour of self-paced eLearning. There is an article about this development time in DocSharing and more information below. We believe that a 10day unit of group-paced eLearning would take a similar amount of time to create, though the research on time to develop group-paced eLearning is not well documented or researched. Most importantly, your EdWeb must apply the effective instructional and visual design strategies we study in this course and INTE 5670.
While the EdWeb project is an individual project, we will form some small groups using similar topics, type of instruction (self-paced vs. group-paced) and/or similar audiences as the grouping criteria. The purpose of these groups will only be to support each other with activities like: Idea generation (brainstorming) Sharing learner needs and characteristic info Proof reading documents before submission You can decide as a group how much group activity you will do. We offer these groups in support of our Social CIV, but they are optional. There is no requirement for any group activity. There will be no grade for group work and you will not develop a team agreement. Jackie and Dave will meet with groups via Adobe Connect to discuss learning objectives and assessments during Unit 7.
Timeline
Submit the Analysis and Design sections of your EdWeb proposal separately: Analysis: Due Monday, May 2nd Design and Executive Summary: Due Monday, May 9th You will add new sections to your EdWeb A&D document in INTE 5670. Do not separate the document by sections. Your Analysis, Design and Executive Summary need to remain as one unified proposal document (just as you did for the Webinar proposal).
Instructions
Read the entire document before beginning. Answer each question to the best of your knowledge and ability. This is an iterative process; your initial answers need not be comprehensive. I am researching this question is acceptable for at least the first iteration. Eventually, you need to answer each question. Even some of the answers you are confident about today may change in the future. Be sure to revise your answers as you learn more about this project, your content, your learners, and your instructional setting. Note: This job aid is designed for both K-12 and corporate EdWeb projects. Some questions may not apply to both settings. Enter N/A for questions that do not apply to your project. We may challenge your answer, or you might change your mind, but it is okay to respond N/A to some questions initially. For the EdWeb Analysis assignment, please use the following convention for naming your file: StudentFirstNameLastNameInitial_EdWebAnalysis_submission_date>.doc (or .docx) Example: DaveY_EdWebAnalysis_May1_2011.docx Be sure to add the word revision and update the submission date in the file name, if you chose to submit your revised EdWeb Analysis. Example: DaveY_EdWebAnalysis_revision_May6_2011.docx For the EdWeb Design assignment, please use the following convention for naming your file: StudentFirstNameLastNameInitial_EdWebDesign_submission_date.doc (or .docx) Example: DaveY_EdWebDesign_May7_2011.docx Be sure to add the word revision and update the submission date in the file name if you chose to submit your revised EdWeb Design. Example: DaveY_EdWebDesign_revision_May12_2011.docx
Please keep the table of contents, introduction, instructions and evaluation criteria in this document when you submit it.
Do not separate the document by sections. Your Analysis, Design and Executive Summary need to remain as one unified proposal document (just as you did for the Webinar proposal). EdWeb Analysis and Design Page 4 of 81 INTE 5660, Spring 2011
Write only in the tinted boxes.
Executive Summary
Readers should be able to find all the most important facts about your project in the Executive Summary. It is a one-page snapshot of your Analysis and Design, intended to help stakeholders (sponsors or anyone interested in the project) understand and support your EdWeb. Do not overwhelm your audience with too much detail. Even though it is the first section the reader sees, write the Executive Summary last. Do not complete this section until you complete the Analysis and Design sections below. Your Executive Summary should not exceed one single-spaced page, and should include a one- to three-sentence summary of each section in your EdWeb A&D document. Provide all information listed in the box below. Write only in the tinted box.
Executive Summary
Name: Dawn Turek Date: May 2, 2011 EdWeb Title: 10 Artists of Cubism Summaries: 1. Instructional setting: This course will be a two-week section (or 10 days) for a University Art History course. The mission of the course is to not only be available for online learning but be more exciting than other online art history courses. This course will be more fun and exciting since the course will have a different and fun format. There will be a greater retention of the subject matter. 2. Goals and outcomes: Goals are to create an online learning environment where the student learns and retains knowledge about Cubist art. 3. Learner needs and characteristics: This course will be for under graduate art history students in a university of college setting. Ages will range from 18 years+ 4. Instructional objectives: 1. Given a cubism job aid (which provides definitions, list of artists, and critical features of Cubism artworks) students will be able to recognize three critical Cubist elements in each of the 30 different Cubist art works. 2. Given the Cubism job aid (which provides definitions, list of artists, and critical features of Cubism artworks) and 30 cubist paintings. Students will be able to identify the artist of 1 paintings from each of the 10 Cubist artists. 3. Using Job Aid (which provides definitions, list of artists, and critical features of Cubism artworks) students will be able to critique a EdWeb Analysis and Design Page 6 of 81 INTE 5660, Spring 2011
work of art according to style, time period and artist. Student must be able to tell three elements of each cubist art work. 5. Project management: I will complete this EdWeb by December 5, 2011. 6. 7. 8. Tool assessment: Instructional design model: Learning activities:
Analysis
Write only in the tinted box. Your name: Dawn Turek Tentative EdWeb title: 10 Artists of Cubism
Instructional Setting
Describe the following: a. What is the name of the organization for which you are developing your EdWeb? b. What is the mission of this organization? c. Is this a new course or a conversion of an existing course? d. Instructional need or opportunity: What business or learning problem does your EdWeb need to address? e. Will this online course be self-paced or group-paced? (For example, INTE 5660 is a group paced, online course. The examples we provide in the eCollege course shell are all self-paced.) Include a rationale for your decision and describe the benefits and potential drawbacks of your answer. f. What hardware and software are your learners likely to be using? Example: Are they using MS Office and are therefore familiar with that interface? g. What browsers and version numbers are your learners using? h. What kind of Internet access do your learners have, i.e., cable, dish, T-1, phone? i. j. What security tools or controls, such as virus scanning software, firewalls or filters, do your learners use or are in place on the networks your learners use? Who are your stakeholders: For example, in a K-12 setting, the stakeholders are probably students, teachers, parents, and perhaps the school board and/or the community. In a corporate setting, the stakeholders are probably learners, managers, executive sponsors, perhaps HR, and the CEO or board of directors. Stakeholders are those who have a specific interest in the project, outcome, or budget. List your stakeholders by title and/or name here.
k. What other instructional context issues, challenges or problems are important in this situation?
Instructional Setting
a. Name of organization: University of Colorado at Denver EdWeb Analysis and Design Page 8 of 81 INTE 5660, Spring 2011
b. Mission of organization: UC Denver is a diverse teaching and learning community that creates, discovers and applies knowledge to improve the health and well-being of Colorado and the world. c. New course or conversion of existing course: This is a two week section of a existing course F A 2610 OL1 Art History Survey II. d. Instructional need or opportunity: Art history courses both face to face and online can sometimes be dry and boring. There is a need to make the layout of the course more exiting by adding group discussions and activities. e. Pacing and rationale: This course will be a group paced learning environment. Through discussion and activities it will make the content more exciting. Some have troubles engaging in group discussion but through activities and fun reading will hope get students involved. In traditional F2F courses the students are sometimes shy and may not interact as much as an online course. Making an online course discussions and activity much more rich and fulfilling. f. Hardware and software: Student will have access to Microsoft Office. This will be an upper level course so by now students have had some practice of these programs.
g. Browsers and version numbers: Students will have the newest up dates of their current browsers. Supported browsers will include Mozilla Firefox, Opera, Chrome and internet explorer. h. Internet access: Student will have broadband cable or wireless internet access and they will also have access to campus computers if needed. i. j. Firewalls, parental control, access, or security: Students will have a firewall on their personal computers. Stakeholders: Students, Teachers, University
k. Other instructional context issues:
Goals and Outcomes

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

Stakeholder group
Department managers
Goal and/or outcome desired by stakeholders

5% increase in sales
Data collection and measurement

Compare baseline sales data collected July 1, December 31, 2010 with post-training sales data: January 1 July 31 2011. Group discussion: compare current instructional activity with EdWeb. Scores earned on the written part of the Division of Motor Vehicle driving test.
4th grade students Students in a drivers education class
Fun, entertaining, interactive instruction Acquire a thorough knowledge of traffic laws and safe driving practices
Goals and Outcomes

(add rows as needed) Stakeholder group
Student
Goal and/or outcome desired by stakeholders

Exciting, informative instruction Productive, engaging, fun course that students enjoy and learn. Provide a quality, informational, online course.
Data collection and measurement

Group Discussion and surveys.
Teacher
Student scores and quality of work.
University
Scores, grades and student evaluations.
Learner Needs and Characteristics

a. What are the demographics of your learners? Age range EdWeb Analysis and Design Page 11 of 81 INTE 5660, Spring 2011
Education levels, degrees, etc. Other factors, e.g., gender, race, ethnicity, languages, disabilities?
b. Are these learners volunteers? That is, are they required to take this instruction, or will they consider your EdWeb self-improvement? Note: Volunteer learners do not have to participate - they can leave your EdWeb at any time. Your challenge is to keep them motivated. c. What are your learners experiences and attitudes toward the topic of your EdWeb? Do they have a positive, mixed or negative attitude toward your EdWeb topic? What relevant prior experiences do your learners have with the content of your EdWeb? Examples: Perhaps your students have no prior experience with a specific piece of equipment, but are familiar with similar equipment, e.g., the instructional content is panoramic photography and the students are photographers who use digital SLRs. The EdWeb topic is using smart boards, and students have extensive experience using traditional whiteboards. This information is important because in your Absorb activities you can compare and contrast prior experiences with new information, helping learners connect the new with the old. d. What prior experiences do your learners have with technology and eLearning? Have none, few, some, or most of your learners taken online instruction before? Do your learners use the Internet for educational or professional reasons? Do your learners generally have a positive or negative attitude toward eLearning? Online instruction can be frightening or frustrating to users with no prior experiences with eLearning. Additionally, users who have had negative experiences with eLearning may not expect to like your EdWeb. When you design your EdWeb, you want to consider these prior experiences. Motivation precedes effort, so an important part of your EdWeb Design is motivating your learners. e. What are the learning styles and skills or your learners? Please read the article entitled Impact of Learning Styles in DocSharing. The author is a graduate of our program. f. What is the reading level of your learners? Note: American corporations assume a 10th grade reading level. In INTE 5670, you will run a readability test on your EdWeb and compare the results to your answer to this question. EdWeb Analysis and Design Page 12 of 81 INTE 5660, Spring 2011
g. What attitude do your learners have toward instruction? Do they have a positive, mixed or negative attitude toward instruction? What do they want or expect from instruction?
h. Describe other learner needs or characteristics important and/or relevant to this project.
Learner Needs and Characteristics

a. Demographics : Age range: 18+ years Education levels, degrees, etc. : Student will have minimum of a high school diploma. This course is an upper level, undergraduate course. Other factors: Student will have to be an art history major or minor. b. Volunteer or compulsory learners: This class is an elective art history course. The student will have the choice as to which direction they would like to focus. c. Experiences and attitudes toward EdWeb content: Attitudes toward EdWeb topic: Students allowed to take this course will have a love of the subject matter and the desire to learn more about the topic. Prior experience: Students will have had at least a few art history course by the time. The instructor will have to approve the student to take this course. d. Prior experience with technology: Online instruction: Students will have experience with online instruction and others will be new to it. Internet use: All students will need to have access to internet and a computer and have experience with both. Attitude toward eLearning: Most are excited about the flexibility and potential of online instruction but there will be a few who are nervous. e. Learning styles and skills: f. Reading level: College Level reading will be required. g. Attitudes toward instruction: Attitude toward instruction: Learners will have a positive attitude about online instruction. Expectations or needs for instruction: Students will be expected to learn about the subject in an convenient and fun environment. h. Other learner needs or characteristics:
Compare the ILT eLearning Program Timeline with the requirements of your EdWeb. Your EdWeb will be nearly complete at the end of the Certificate Program. You will complete the Analysis and Design in this course, INTE 5660. You will develop the instruction for at least two objectives in INTE 5670 and you may add special features such as podcasts, animations, simulations and other multimedia in INTE 5680. Note: INTE 5680 does not have any assignment that requires you to enhance or update your EdWeb. On what date will you complete the Certificate Program, i.e., INTE 5660, INTE 5670, and INTE 5680? Does that date fit with the needs and/or expectations of the organization sponsoring your EdWeb? If not, describe how you plan to handle the discrepancy. Who are the subject matter experts (SMEs)? Are you the content expert? If not, is an expert available to help you develop the content and review it for accuracy? Do you anticipate any problems in working with this expert, e.g., time available, schedules, time zone differences? If you are a content expert, you may still want a second set of eyes to review your content. Who will be available to provide this support? What other experts or resources do you need? For example, do you need to work with the IT department when you are ready to implement your EdWeb? When do you plan to discuss this project with each expert? Identify your experts and decide when you will inform them of your EdWeb using the table below.
Project Management
Expert Interview or Request for Assistance (Example)

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

June 3rd
Notes about what you want to say

Need to check on firewall issues.
Who has to approve your EdWeb? For example, must someone in your school or HR department approve your design before you develop it? When do you need to get their approval? List the names and titles of the people who need to approve your EdWeb. What, if any, organizational changes challenges might you encounter? EdWeb Analysis and Design Page 14 of 81 INTE 5660, Spring 2011
When eLearning projects fail, it is frequently due to resistance to organizational change. Are you breaking new ground in your organization with your EdWeb? See the Lance Dublin chapter entitled Success With E-Learning: People Issues Are the Key (available at http://tinyurl.com/ylfhbqt). Please use titles, not personal names, in your responses: Who directly supervises the learners who will take your EdWeb? Does this person support eLearning? Does this person support your approach to eLearning? Are there people who are threatened by or fearful of eLearning and/or your EdWeb? If yes, list their titles and how your EdWeb threatens or concerns each person. List each group of stakeholders and describe how and when you will inform them about your EdWeb. What other resources or project management issues are important or relevant to this project?
Project Management
Program Timeline: I will finish this EdWeb by December 5, 2011. Subject Matter Experts (SMEs): Dawn Turek Other Resources (see table below)
Expert Interview or Request for Assistance

(add rows as needed) Name/Title of Expert Approximate Date for Discussion Discussion Notes
None.
a. Approvals: Chair of Art History Department Organizational change issues: The teacher and director of the program will support this Edweb and eLearning. Other resource or project management issues: EdWeb Analysis and Design Page 15 of 81 INTE 5660, Spring 2011
Scoping your EdWeb

There are four factors to consider when deciding what to include in your EdWeb: a. What is the big picture of your EdWeb? Will your project stand alone, or is it one section or unit of a larger course or curriculum? Is it new instruction, or are you converting an existing face-to-face program? b. How much time do you have to develop your EdWeb (Time Budget)? Will you be able to work on it during normal working hours? How many hours per week outside of work can you devote to your EdWeb? Remember, you will develop your EdWeb in INTE 5670, a 15-week course. Heres an example of a Time Budget: Hours per week at work: 8 Hours per week at home: +10 Total hours per week: 18 INTE 5670 duration x15 Total available time 270 hours*
*does not include INTE 5660 project hours
c. Approximately how many hours will you need to develop your EdWeb? As a rule of thumb, one hour of self-paced, online instruction requires between 200 and 400 hours of analysis, design, and development. Given our example budget of 270 hours, you would only be able to complete about one hour of self-paced instruction by the end of INTE 5670. Of course, you may work on your EdWeb in INTE 5680 and/or after you complete the Certificate Program. To estimate how long it will take students to complete your EdWeb, consider how long it takes to complete the same course in a traditional, face-to-face (F2F) course. Self-paced eLearning typically takes the learner about 60% of the time required to complete the same F2F course. For example, review the data below for converting a 16-hour seminar to self-paced eLearning: F2F instruction time (hours): 16 Equivalent online instruction time (16 x 60%): 9.6 Minimum development hours required (9.6 x200): 1920 Maximum development hours required (9.6 x EdWeb Analysis and Design Page 16 of 81 INTE 5660, Spring 2011
400): 3840 It will take between 1920 and 3840 hours to replace the F2F seminar with a self-paced eLearning course Calculating the time needed to create group-paced instruction is also difficult to gauge. Brian Chapman estimates 34 hours of analysis, design, and development per hour of instructor-led instruction (ILT) (see page 20 21 of this PDF file: http://bit.ly/gvwwOR). A 10-day unit of group-paced eLearning (one hour per day) might take about 350 hours to create. There are factors that can affect the amount of time it will take to develop your group-paced instruction. For example, if some materials are already available for use in a Web-based format, the amount of development time might be less. If you will need to convert media for use online, development time may increase. If you will need to design and develop media from scratch to use with your eLearning, your development time will significantly increase. For more information about estimating self-paced eLearning development projects, see How Long Does It Take in DocSharing. Notice that one of the variables is expertise. This applies to your expertise as a subject matter expert, as an instructional designer, and with eLearning authoring tools. For more information about estimating group-paced eLearning development projects, see the two worksheets DocSharing developed by Brent Wilson, Ph.D. and his students, which may prove useful for calculating time and adjusting time estimates for complexity. How does your Time Budget (paragraph b above) compare to the number of hours you will probably need to develop your EdWeb (paragraph c)? Are those numbers close enough to make this project doable? If not, you must either increase the amount of time available or reduce the scope of the project. Our example course would take at least 1920 hours to develop, but only 270 hours are available in our example Time Budget! That is a significant misalignment. There are several ways to reduce the scope of your EdWeb. If it is part of a larger course or curriculum, consider converting fewer units or sections of the overall program to eLearning. For a stand-alone program, you may not be able to include as many objectives as you might like.
Scoping your EdWeb

Big picture: This will be a two week section of a larger course. EdWeb Analysis and Design Page 17 of 81 INTE 5660, Spring 2011
Time Budget: 340 hours Hours you need to develop your EdWeb (please show the calculations): This will be a two week course or 10 days. I expect the student to spend at least two hours a day in the course. A total of 20 hours will be need for the student to complete this course. "Brian Chapman estimates 34 hours of analysis, design, and development per hour of instructor-led instruction." So I plan to spend about 340 hours on this course. Which is about 21 hours a week through a 16 week course of 5670. Compare Time Budget with hours you need to develop your EdWeb: I will have time to complete the 340 hours in 5670 and beyond if needed.
Instructional Goals, Objectives & Assessments

Instructional goals and instructional objectives are not the same thing. Goals are long-range intended outcomes. Objectives, on the other hand, are descriptions of skills or abilities students will demonstrate after they successfully complete a specific unit of instruction. Another interesting description of goals and objectives is entitled Shaping Department Goals and Objectives for Assessment (http://web.bsu.edu/IRAA/AA/WB/chapter2.htm). Goals, objectives and assessments must align! In other words, your students must be able to achieve your overall goals and outcomes by successfully achieving the instructional objectives. Often a goal requires two or more objectives. See our driving example below. See http://learningelements.weebly.com/ for a fun activity to see this alignment in action. Also, take time to review the INTE 5660 Goals and Objectives in the Course Home navigation tree of our course shell. Note that our INTE 5660 goals, objectives, activities and assessments align with the mission of the ILT program. It is important to know the mission of the organization for which you are developing your EdWeb (see the Instructional Setting section above in Part 1). Jackie and Dave will meet with groups via Adobe Connect to discuss learning objectives and assessments during Unit 7. Three Parts of Every Objective Every objective needs to have a condition, an action verb, and a description of the criteria by which you will measure the degree to which students learned the new information. A condition might be instructional materials, such as job aid or a formula.
Action verbs are measureable, e.g. calculate, match, select. See http://bit.ly/fb0Kj0 for a good list of action verbs. Note: Understand is not an action verb because it is not clear how will you measure understand. Similarly, words like appreciate, be familiar with and know do not describe an observable behavior. The word learn is too general to be measurable. You need to dig deeper to describe exactly what the student must do (something observable) to demonstrate they understand, appreciate, are familiar with, know, or have learned. Avoid the use of these types of non-action verbs when writing your instructional objectives. Criteria are statements about how you will measure success, e.g., 7 out of 10 correct or The essay must address these variables. This UCD Faculty tutorial is a good resource for how to write instructional objectives: http://www.ucdenver.edu/faculty_staff/faculty/center-for-facultydevelopment/Documents/Tutorials/Assessment/index.htm. Use the following template for writing the instructional objectives for your EdWeb: (condition) . . . students will (be able to) (action verb) . . . according to a specific criteria. Examples of Objectives Given the Cloud Type job aid, students will correctly identify 15 out of 20 photographs of the following three types of clouds: Stratus, Cumulus, and Cirrus. Given the Writing job aid, students will write a 50 to 75 word essay describing three writing techniques Ernest Hemmingway used in his novels. By the end of the guided instruction and practice sessions, students will be able to parallel park within 18 inches of the curb within three attempts, without touching the traffic cones or white lines.
Objectives and Mastery Assessment Sometimes a well-written objective can also be your mastery assessment. Examples of mastery assessments from the example objectives above: Given the Cloud Type job aid, correctly identify 15 out of 20 photographs of the following three types of clouds: Stratus, Cumulus, and Cirrus. Given the Writing job aid write a 50 to 75 word essay describing three writing techniques Ernest Hemmingway used in his novels. By the end of the guided instruction and practice sessions, parallel park within 18 inches of the curb within three attempts, without touching the traffic cones or white lines.
Job Aids and Memorization Job aids replace memorization. The first question to ask yourself as you develop your instructional objectives is, "Is it necessary for my learners to memorize this information?" If not, then a job aid is a good strategy. EdWeb Analysis and Design Page 19 of 81 INTE 5660, Spring 2011
When you include a job aid in your objective, it means your EdWeb will help students practice using the job aid so they are ready to use it after they finish your EdWeb. In other words, the Do and Connect activities you design will focus on examples or cases where students can use the job aid. Job aids are also crucial if students must apply what they learned with few or no errors, perhaps for safety reasons. Our memories can fail but a job aid can enable a novice to perform nearly as well as an expert. As you write your objectives, be sure to ask yourself these two questions: 1. Is it necessary for your learners to memorize this information? 2. After completing your EdWeb, is it important for your learners to perform the task(s) perfectly? Assessments and Volunteer students If your students are volunteers, taking your EdWeb for personal or self-improvement reasons, measuring how much they learned involves self-assessment, rather than mastery assessment. The mastery assessments listed above could also be selfassessments.
Examples
Instructional Objectives, aligned with Goals and Outcomes (example 1)

(Compulsory learners)
Goal or Outcome
Students will develop competence in all aspects of vehicle operation.
Instructional Objective
By the end of the guided instruction and practice sessions, students will be able to parallel park within 18 inches of the curb within three attempts, without touching the traffic cones or white lines. Driving their own car, the learner will drive around the city for 15 minutes, encountering at least four stoplights and four stop signs. Learners will stop at all yellow and red stoplights and all stop signs without encroaching on the cross walks.
Instructional Objectives, aligned with Goals and Outcomes (example 2)

(Voluntary learners)
Goal or Outcome
Students will make healthy food choices.
Instructional Objective
Given the Food Additives job aid, the learner will identify MSG in food as one possible cause for the following five health issues: Headaches Nausea Diarrhea Mood changes Sleep problems
Enter your instructional objectives in the table below. Align each objective with the appropriate goal or outcome from Part 2 above.
Instructional Objectives, aligned with Goals and Outcomes

Goal or Outcome Instructional Objective in this format:
(condition) . . . students will (be able to) (action verb) . . . according to a specific criteria
Student will have an understanding of what makes a Cubist art work.
Given a cubism job aid (which provides definitions, list of artists, and critical features of Cubism artworks) students will be able to recognize three critical Cubist elements in each of the 30 different Cubist art works. Given the Cubism job aid (which provides definitions, list of artists, and critical features of Cubism artworks) and 30 cubist paintings. Students will be able to identify the artist of 1 paintings from each of the 10 Cubist artists Using Job Aid (which provides definitions, list of artists, and critical features of Cubism artworks) students will be able to critique a work of art according to style, time period and artist. Student must be able to tell three elements of each cubist art work.
Student will be able to identify artworks of cubist artist. Students will become more comfortable talking and critiquing art.
Add or delete Objective rows (in the right column). Add or delete Goal or Outcome row groups as needed (a row group has a row for one Goal or Outcome in the left column and a group of two or more rows in the right column associated with that one Goal or Outcome.) Remember, four objectives are probably the most you can develop in INTE 5670.
This is the end of the Analysis Section. The Analysis Section is due Monday, May 2nd. Keep this document together as one file. That is, send all sections each time you submit it for review.
Design
Keep this document together as one file. That is, send all sections each time you submit it for review. Write only in the tinted boxes. Note: This is the first part of your Design work for the EdWeb project. You will complete a second part of Design in INTE 5670.
Instructional Design Model and Learning Theory

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

a. Your theory, model or definition of learning: Learning happens when
information is stored into learner's memory in an organized, meaningful way. Making personal connections helps a student not only learn but remember. If the learners can relate, have a personal conversation and get their hands wet I believe lessons are soaked up more.
b. Other instructional design models: The cognitive model of learning is used in my course with emphasis on Discovery Learning. c. Other instructional design issues:
Learning Activities
a. Use the table below to describe the activities you plan to include for each objective. In the first column, enter all your objectives from the Instructional Objectives table above. EdWeb Analysis and Design Page 24 of 81 INTE 5660, Spring 2011
In the second column, describe four or more activities for each objective. Each objective will probably have at least one Absorb, two Do and one Connect activity. Note: Horton recommends at least 50% of our activities should be Do activities (p. 106) For each activity, indicate if it is an Absorb, Do, or Connect activity and provide a page reference from the Horton text to justify each activity. In the last column, list the applicable CIV(s) for each activity. If you feel the justification for connecting a CIV to a particular learning activity is not self-evident, use the row at the bottom of the table to supply justification. Be sure to identify the specific objective, learning activity and CIV you are addressing. Note the additional rows in the table, which ask you to do some counting and percentage calculations. b. What additional issues, related to learning activities, are important or relevant to this project?
Note: Once you complete this table, with all the objectives, associated Absorb, Do and Connect activities, and connections to our CIVs, the instruction for your EdWeb is nearly complete. See the table below for an example.
Learning Activities (example)

Objective
By the end of the guided instruction and practice sessions, students will be able to parallel park within 18 inches of the curb within three attempts, without touching the traffic cones or white lines.
Activity
Students may view the instructional DVD at home as often as desired. Students will practice parallel parking using the driving simulator. Students will practice parallel parking in the practice area using the white lines and traffic cones to represent other vehicles. In small groups of three or four, students will tell stories about other drivers with whom they have ridden. They will describe how well the other drivers did with parallel parking.
Absorb
p. 56
Do
Connect
CIV(s)
Supportive
p. 141
p. 110
Learnercentered; Active; Contextual Learnercentered; Active; Contextual p. 70 Social; Learnercentered; Contextual
Numbers Percentages CIV Justification:
1 25%
2 50%
1 25%
First objective, watch instructional video, Supportive CIV: Educators: ... provide clear and complete directions/information.... Learning environments are: ... resource rich, multimodal, multimedia ... W. Horton quotation: The demonstration shows the right or wrong way to interact with a three-dimensional object. Such demonstrations are almost always conveyed as video. (p. 52). EdWeb Analysis and Design Page 26 of 81 INTE 5660, Spring 2011
a.
Learning Activities
Add Activity rows (in columns 2 through 6) and/or Objective row groups as needed. Remember, four objectives are probably the most you can develop in INTE 5670. Activity
I will open a group discussion about one artist each day. Three works of art from that artists will be discussed as a group. Students will answers some questions about each of the artists works. ( ex. What reoccurring elements do you see in each of the paintings? How are these paintings alike and different? )
Objective
1. Given a cubism job aid (which provides definitions, list of artists, and critical features of Cubism artworks) students will be able to recognize three critical Cubist elements in each of the 30 different Cubist art works
Absorb
Do
Connect
Pg.
CIV(s)
Social Supportive
Student will be required to create a Cubist artwork. With whatever media the choose ( i.e. computer, paints, cardboard). This artwork does not need to be a museum quality work but a good representation of cubist style and elements. Learners will work in small groups of 4-5 and analyze and discuss the cubist work they have each created and discuss whether or not it counts as a cubist art work and why. 2. Given the Cubism job aid (which provides definitions, list of artists, and critical features of Cubism artworks) and 30 cubist paintings. Students will be able to identify the artist of 1 paintings from each of the 10 Cubist artists. Reading of articles and internet links will inform and entertain the students while absorbing information about each artist. Students are required to take a trip to their local art museum and find the cubist artists and jot down information and observations they make. Pg. 79
Pg.
Learner Centered Contextual Active
Pg.
Social Supportive
Supportive
Pg . 90
Active Learner Centered
Through virtual museums learners can search and catalog artworks in a way that is memorable to them. Learners will compare and contrast the different artists and the styles and techniques. 3. Using Job Aid (which provides definitions, list of artists, and critical features of Cubism artworks) students will be able to critique a work of art according to style, time period and artist. Student must be able to tell three elements of each cubist art work In small groups of 4-5 students will discuss what they see in the paintings and how the paintings differ from each other and how they are similar. In Small Group of 4-5 students will discuss the style of the painting and of each artist. In small group of 4-5 students will discuss how each painting fits or does not fit into the cubist movement and artist style.
Pg. 100
Active Learner Centered Pg. 115 Social Supportive
Pg.
Social Supportive
Pg.
Social Supportive
Pg.
Social Supportive
4.
Numbers
10
Percentages
30%
10%
60%
CIV Justification:
b. Other issues:
Authoring Tools Assessment

Use this section to select the best eLearning authoring tool for your EdWeb. Consider the following: a. Organizational Requirement: If you are developing your EdWeb for an organization, does it already use an eLearning authoring tool? If yes, then you may be required to use that tool. You may also be able to take advantage of existing support and technical resources, and you probably will not have to pay for it. b. Cost: How much can you afford to spend? If your project is not for an organization, you may have to pay for a tool. If cost is a consideration, a freeware authoring tool may be a good choice. c. Experience: What eLearning authoring tools do you have experience using? Perhaps you should use one of those. d. Marketability: What eLearning authoring tool do you think you should learn to increase your skill set? For example, if you are thinking of looking for a new job (or new position with your current organization), what eLearning authoring tool(s) might be helpful in your desired position? e. Complexity: What eLearning authoring tool will be the "best" to use in terms of the number of hours you have to develop your EdWeb? (i.e., Udutu will require less development time than Dreamweaver because it is less robust.) f. Exposure: Which eLearning authoring tools presented in our Webinars or the webinar recordings by previous students are interesting to you? g. Application: Review your instructional objectives and learning activities. Are there any that may require special features, such as a simulation or animation? If yes, consider those capabilities when selecting a tool. Check out the following three websites for information about different authoring tools. Learning Tools Directory 2010: http://www.c4lpt.co.uk/Directory/Tools/instructional.html MindMeister concept map with feedback from users: http://www.mindmeister.com/12257499 Brandon Hall also reviews authoring tools, but while his information is extensive, his prices are very high, i.e., $795 for a one year access to this information. http://www.brandonhall.com/publications/atkb/atkb.shtml? gclid=COis67CLtKACFR0pawodeBIcTg h. Tentative decision: Given your answers to these questions, what authoring tool do you think you will use? Note: In INTE 5670, you will have one HTML project, one project to learn a few basic features of Dreamweaver, and one assignment to learn CSS (cascading style sheets) in Dreamweaver. For the two Dreamweaver assignments, you can download a 30-day free trial of the current version of Dreamweaver. It is important for you to learn these EdWeb Analysis and Design Page 31 of 81 INTE 5660, Spring 2011
basic eLearning-authoring skills but Dreamweaver may, or may not, be a good tool for you to use to develop your EdWeb. Base your decision solely on your answers to the questions in this section.
Tools Assessment
a. Organizational Requirement: UCD currently uses eCollege b. Cost: none eCollege is already in place c. Experience: eCollege, Moodle, Easy Campus, Udutu d. Marketability: I would like to know a little about all of the eLearning authoring tools so I can at least be familiar with whichever one the job requires. e. Complexity: Since I have a limited amount of time it would be best to use a authoring tool that is easy to use and, does the organizing for me such as Udutu and Moodle. f. Exposure: I am interested in them all. I will be exploring them all more in depth this summer to pick which one will work best for my project. g. Application: My course will contain many photos and discussions but most involved will be a virtual museum. I will choose an authoring tool that will be the best for that application. h. Tentative decision: Wix
Reflection Questions
a. How do you feel about your EdWeb Analysis and Design? Does it feel accurate and complete? Is there anything you feel is missing? I feel that is not complete or accurate. I feel that my experience in any of this information is missing. I feel I need to research the authoring tool much more before I can decide on the one I plan to use. b. What was the most challenging or difficult part of writing this document? I have had a hard time because, I have no experience in the field and no job so I am going purely on my experience which is minimal. The calculating of time was also very confusing to me. c. What questions or concerns do you have? I am concerned that I don't have any SMIs or data or measurements? d. How are you feeling about developing your EdWeb, based on this document? Better than I was a the beginning but more lost in the paperwork.
Note 1: Once the Analysis and Design sections of your proposal are complete, remember to return to and complete the Executive Summary. Note 2: In INTE 5670, you will add several new sections to the Design section. For example, you will add a section about the interface of your EdWeb, including EdWeb Analysis and Design Page 32 of 81 INTE 5660, Spring 2011
typography, images, and color scheme. You will also describe your formative evaluation plans for the Design and Functional Prototypes.
Evaluation Criteria
Section
Analysis Instructional Setting Goals and Outcomes Learner Needs and Characteristics Project Management Scoping Your EdWeb Instructional Objectives & Assessments Grammar, spelling, file naming errors Section Total Design Instructional Design Model Learning Activities Tool Assessment Reflection Questions Executive Summary Grammar, spelling, file naming errors Section Total 40 80 40 15 25 -1 point each 200 40 49 40 15 13 -12 145 30 30 60 40 60 80 -1 point each 300 8 22 30 58 33 40 30 57 77 80 -11 -7 225 280
Points
Your Score
Do not separate the document by sections. Your Analysis, Design and Executive Summary needs to remain as one unified proposal document (just as you did for the Webinar proposal). If your EdWeb proposal does not earn full points, we will return it to you with comments and suggestions for improvement. You may revise and resubmit the document to pick up additional points. If you resubmit a document, be sure to use Track Changes or Comments and retain all original text, comments, and suggestions. EdWeb Analysis and Design Page 34 of 81 INTE 5660, Spring 2011
Be sure to add the word revision in the file name and update the submission date if you chose to submit your revised proposal. Example: DaveY_EdWebAnalysis_revision_May6_2011.docx Example: DaveY_EdWebDesign_revision_May12_2011.docx
Please keep the table of contents, introduction, instructions and evaluation criteria in this document when you submit it.
Design Prototype
Typography
Your typography needs to be easily readable and generally sans serif fonts are easier to read online than serif fonts. That is particularly true for body text. See Horton page 516. Also, your body text needs to be web-safe. See http://www.fonttester.com/help/list_of_web_safe_fonts.html. Your headings and titles can be fonts that are not web-safe but you will have to create each of them in Fireworks or some other graphics program and then import them into your EdWeb as a graphic. Demonstrate your typography in this section. See example below and notice that each font is the size and font type that the description says it is, i.e., the font for heading 1 is actually Arial 26. In the Color Scheme section below, you will indicate the color(s) for headings 1 and 2 and the body text.
Heading 1 (Arial 26)

Heading 2 (Arial 20)
Body text (Arial 12)
Heading 1 (Tahoma 26)

Heading 2 (Tahoma 20)
Body text (Tahoma 12)
Color Scheme
This section needs to include three sub-sections: Justification of your color scheme Identify which color scheme tool you used, e.g., Kuler, Color Schemer etc. Provide a table, like the example below, to specify your color scheme, the RGB values, the Hex numbers, and the purpose of each color. Be sure to include the actual color in the first column and the name of your EdWeb in the title.
Your color scheme justification needs to describe how your color scheme is consistent with or appropriate for your content and your audience. For example, if you are teaching archeology to college students, a monochromatic tan color scheme may be a good choice. If your EdWeb is for high school students, perhaps you want a grunge color scheme. If your EdWeb is for health care workers, perhaps you want to use a blue/grey color scheme because everything else in their world is red and white. A white background online is the same as looking directly into a flashing flood light. It is the reason our eyes get so tired when reading online. Between the flickering of the light and the bright white light, our eyes get very tired. So, avoid white backgrounds or at least make the white background area small and then use a strong background color for the header, footer, and navigation areas. Color Scheme Example The following is from one of our previous students.
Color Scheme for Math is Good EdWeb

I plan to use the color palette below. I developed the color scheme using Kuler and the photos I took of apples at a market. The majority are warm colors, focusing on the reds and oranges in a darker format. Warm colors tend to command the attention of users and hopefully this will help my middle school students, all of whom have difficulty focusing on math.
wopD4CB.tmpMicrosoft_Word_Document1.docx
Using Kuler I uploaded a Picasso image and took the color palate from it. I am choosing a very monochromatic color scheme like that of Picasso and Braque who were the founders of Cubism. Cubist color schemes were simplified, tending to be nearly monochromatic (hues of tan, brown, gray, cream, green, or blue preferred) in order not to distract the viewer from the artist's primary interest--the structure of form itself. EdWeb Analysis and Design Page 36 of 81 INTE 5660, Spring 2011
Justification and description of the layout of your Absorb, Do, and Connect activities
The goal of this section is for you to describe and justify the interface design of your Absorb, Do, and Connect activities. This is important for two reasons: You will develop these three layouts in your actual Design Prototype and ask your Formative Evaluation participants for feedback on these three layouts. We want you to consider the possibility of having a different layout for each of the three types of activities, i.e., Absorb, Do, and Connect. Perhaps having a different layout for each type of activity will help your students know what is expected of them. Example: The Absorb activity layout includes an icon that is a pair of eyeglasses and background color is pale blue. The Do activity page layout includes an drum icon and the background color is pale orange. The Absorb activity page layout includes an icon of a chain or set of links, and the background color is pale yellow. Once you have something you think will work for the three layouts, list the things that concern you about those layouts and then develop a couple of Formative Evaluation questions (section E below) to address those concerns. In this section, provide the following: Briefly describe the preliminary layout of your Absorb, Do, and Connect activity pages.
My preliminary alyout of my absorb, do, and connect activities is the same as the rest of the design except I have switched the top colors around a bit to show that it is a different page. Justify your layout design, i.e., what are you trying to tell your students through these three different layouts?
These different color will help student decifer what page they are on and what kind of activity they will be doing.
Advance Organizer (AO)

For this section, describe your primary AO and how you plan to change it at each transition in your EdWeb. Example: See the EdWeb entitled Catch the Buzz, developed by a previous student (Course Home>EdWebs). Another good example is ActivParty. In this section, briefly describe what you are demonstrating in your actual Design Prototype, i.e., your actual Design Prototype includes your primary AO and a version of your AO for one transition. I have created my AO to look like a piece of cubist work with the 6 different sections. I will have a main page showing this AO. Should I place a little mini one on each page to show where the student is at? I at first placed it on each page but I found it distracting and tacky looking? Where ia the AO on your 'edWeb'?
Formative Evaluation Plan

Your formative evaluation plan includes three components: A brief description of your formative evaluation process A brief description of the students who will participate in your formative evaluation The questions you are going to ask your formative evaluation participants.
Formative Evaluation Process: The brief description of your formative evaluation process outlines how you will conduct your formative evaluation. For example, will you meet individually, face-to-face with each of your participants during and/or after they review your Design Prototype? Will you email the Design Prototype to your participants, along with the Formative Evaluation questions and have each of the participants email back to you their answers to those questions? Will you have all
participants review your Design Prototype and then get them together for a brownbag lunch to answer and discuss the Formative Evaluation questions? Each of those plans is appropriate. You may have a different plan. Note: It is important to set the expectations of your Formative Evaluation reviewers, i.e., explain that you are asking them for their feedback on the interface design. You might say something like this in whatever communication you have with them: I plan to keep email and phone contact with my participants. Unfortunaely I will not be able to meet with half of them f2f. I will email them a link to my Design Prototype and a link to a formative evaluation and give them a window of time with many reminders to please give me feedback. This is an evaluation of the appearance and layout of the 10 Artists of Cubism. The goal(s) of this EdWeb are: Goal #1 -Student will have an understanding of what makes a Cubist art work. Goal #2 - Student will be able to identify artworks of cubist artist. Goal #3 - Students will become more comfortable talking and critiquing art.
Please help me improve the way this eLearning course will look. The questions in this evaluation focus on interface issues such as color scheme, layout, and fonts. In the future, I will ask you for input on some of the content of the course.
Formative Evaluation Participants: You need a minimum of 4 formative evaluation participants and a maximum of 8. Please do not use family members, i.e., no spouses, parents, etc. The brief description of the students who will participate in your formative evaluation should be similar to one of the following examples.
Formative Evaluation Participants

I have gathered four people who are former or current classmates who have taken and/or teach art history courses. These four people are people who will also take my edWeb course. They all want to see how a short online course could be added to their past or current courses.
Formative Evaluation Questions: Your formative evaluation questions need to focus on the questions you have about the interface design of your EdWeb. The questions below are just examples. It is helpful to ask your formative evaluation participants to explain their answers because this type of feedback can help you identify specific revisions you need to make. It does not make sense to ask participants if the navigation is easy to use because in a design prototype the navigation does not work. Save that question for the Formative Evaluation of your Functional Prototype. You will ask participants (perhaps the same participants) if the navigation is easy for them to actually use in that evaluation.
Examples of formative evaluation questions

1. How would you rate my Design Prototype? I dislike it a lot because ____________________ I dislike it because ________________________ Neutral but I suggest the following improvements_____ I like it because __________________________ I like it a lot because _____________________
2. The goal of the home page of this Design Prototype is to excite students about this topic. How would you rate the home page in terms of exciting students about this topic? The home page will definitely not excite students. My suggestions for making it more exciting are ____________________ The home page will not excite students. My suggestions for making it more exciting are ________________________ Neutral but I suggest the following improvements________ The home page will excite students but I suggest the following ideas to make it more exciting _____________________ The home page will definitely excite students about this topic.
The best part of the home page is _____________________ 3. I would like your feedback on the fonts I used for the headings. Please provide suggestions for making the heading fonts easier to read. The heading fonts are very difficult to read. I suggest you make the following revisions____________________ The heading fonts are difficult to read. I suggest you make the following revisions ________________________ Neutral but I suggest the following improvements to make the heading fonts easier to read ____________________ The heading fonts are easy to read. They would be easier to read if you __________________________ The heading fonts are very easy to read. Do not change them.
4. How would you rate the fonts I am using for the body text? Please provide suggestions for making the body text font easier to read. The body text fonts are very difficult to read. I suggest you make the following revisions____________________ The body text fonts are difficult to read. I suggest you make the following revisions ________________________ Neutral but I suggest the following improvements to make the body text fonts easier to read____________________ The body text fonts are easy to read. They would be easier to read if you __________________________ The body text fonts are very easy to read. Do not change them.
5. The image on the second page of the Design Prototype is an image I am going to use to show the big picture of this lesson. It is called an Advance Organizer (AO). I will also use this AO as a transition between sections in the lesson and as a summary of this lesson. On a scale of 1 to 5, please tell me what you think of this AO. I dislike it a lot because ____________________ I dislike it because ________________________ Neutral but suggest the following improvements_____ I like it because __________________________
I like it a lot because _____________________
6. I am using a different colors for three different types of pages in my website. The orangish background page is for pages where I will post link to virtual museum and museum requirements. The lighter brown page is for pages where students will have discussions. The light orangish brown with brown boarder will be where student will find links, articles and other references. Please tell me what you think about using different colors for different types of pages. I dislike it a lot because ____________________ I dislike it because ________________________ Neutral but suggest the following changes_____ I like it because __________________________ I like it a lot because _____________________
7. I am going to have a job aid that students will use during part of the instruction. They can then take it with them after they complete the instruction. I provided you with a mock-up of the job aid to show you how it will look. What do you think about the job aid? I dislike it a lot because ____________________ I dislike it because ________________________ Neutral but suggest the following changes_____ I like it because __________________________ I like it a lot because _____________________
Note: Notice that each of the Likert scale questions have the same polarity, i.e., option 1 is the most negative option and option 5 is the most positive option. You could switch these so 1 is the most positive and 5 is the most negative but it is important for all Likert scale questions to have the same polarity.
Resources
R. Williams, The Non-Designers Design Book. Horton, chapter 10: Visual Display and chapter 11: Navigation Color scheme sites such as Tiger Color, Kuler, Color Schemer etc. Page 42 of 81 INTE 5660, Spring 2011
Your EdWeb A&D document and perhaps your Content Inventory Tessmer chapter about formative evaluations (from INTE 5660 and currently in DocSharing>Design Prototype)
Ed Web A&D Update #1

Add these three sections to the end of your EdWeb A&D document. This assignment is worth 200 points and is due the end of Unit 4, October 16, 2011. Design Prototype formative evaluation: Please use the following table format for reporting the results of the Formative Evaluation of your Design Prototype and the revisions you plan to make based on this data.
Questio n1 Reviewer 1 Reviewe r2 4 Reviewe r3 4 Reviewe r4 4 Reviewer 5 4 Reviewer 6 4
How would you rate my Design Prototyp e?
3 On the reference s page it would be helpful to add links that will follow through to the website, not sure if that actually will be in your final piece but thought I would throw it out there..
I like the listing of the artists on the lefty side but might put a "start here" section and/or change the backgro und colors for each artists section.
Easy to read and navigate .
easy to read
Good colors, especially for cubism. Easy to figure out where to go and what to look for.
Designwise the website draws you in. Seems to be organize d in it's layout. There is a weird light flash when going between pages.
Mean [average] score of all your reviewers on this question: 3.83 Revisions you will make to your EdWeb based on this data. Using a different program so hopefully 'weird light flash' will go away. I like the idea of different background colors for each artist. Then maybe follow through with those colors for the activities?
While we think it is a good idea to use Likert scale questions for formative evaluations, you do not have to use that question style. If you used a different question style, please create a table similar to the one shown below for reporting your data.
Question 2
Reviewer 1 . 2
Reviewe r2 4
Reviewe r3 3
Reviewe r4 3
Reviewer 5 3
Reviewer 6 3
The goal of the home page of this Design Prototyp e is to excite students about this topic. How would you rate the home page in terms of exciting students about this topic?
Not to keen on the brown layout, Maybe go into some color theory and utilize the colors that can enhance feelings and emotions.
I like that there are visuals on the home page. that is what interests me to see more about the artists maybe example s from each when you roll over the artists name or maybe the dates of their life/work .
I think the site could deliver more visually, particula rly since it's about art. Would like to see more pictures, colors.... more design element s.
could use more art reflectin g topic
dependin g on the age of the student will depend on how excited they get. Older students would find this exceptabl e.Younger students need things like animation , scrolling text or things they can click on.
Right now it is pretty basic certain it will get better with additiona l content.
Mean [average] score of all your reviewers on this question: 3 Revisions you will make to your EdWeb based on this data. Well I will be sticking with my brown color scheme. I explained to the non-brown lovers why. I also explained who my audience will be. And of course there will be more information. My reviewers didn't seem to get that this was a 'design' prototype and not all the information was there. I did explain all this to all of my reviewers.
Questio n3
Reviewer 1 5
Reviewe r2 5
Reviewe r3 5
Reviewe r4 4
Reviewer 5 4
Reviewer 6 4
I would like your feedbac k on the fonts I used for the heading s.
I like the fonts.
Fonts are easy to read but not super engagin g. Would like bigger, chunkier text. Not crazy about the artist names in italics.
Fonts for artists and navigatio n are great. I think that a more cubed font (no pun intended) would push your ideas further.
Mean [average] score of all your reviewers on this question: 4.5 Revisions you will make to your EdWeb based on this data. Well these are my artist friends not my web friends so the don't know that some fonts don't look good on the web. The artist names are angled not italicized but that will be different in the new design.
Questio n4
Reviewer 1 5
Reviewe r2 5
Reviewe r3 5
Reviewe r4
Reviewer 5 4
Reviewer 6 3
How would you rate the fonts I am using for the body text?
See above comment s. Overall, I think the aesthetic s could be bolder and more visually arresting. Fonts are fine, though, in terms of readabilit y.
Mean [average] score of all your reviewers on this question: 4.5 Revisions you will make to your EdWeb based on this data. Same as Question 3
Question 5
Reviewer 1 5
Reviewe r2 5
Reviewe r3 5
Reviewe r4 4
Reviewer 5 4
Reviewer 6 3
The image on the site map page of the Design Prototyp e is an image I am going to use to show the big picture of this lesson. It is called an Advance Organize r (AO). On a scale of 1 to 5, please tell me what you think of this AO
I like the design very much - it goes with the theme of the class. It is a bit hard to read some of the words themselve s - maybe make them darker than the rest or more contrast between word and backgrou nd colors
I think it is a great example of cubism and works with the design colors you have on the site. It is a known work but still a unique one.
I like it a lot if you can click on the topics and it goes into the pages
For me, the image is the strongest part of the website. Would like it bigger.
Mean [average] score of all your reviewers on this question: 4.3
EdWeb Analysis make to your Revisions you will and Design EdWeb based on this data. Its funny my one reviewer Page though my AO is a known cubist work lol. I like the idea of being able to click the AO 49 of 81 and go to the different sections. I will also pay close attention to my contrast between INTE 5660, Spring 2011 words and backgrounds.
Questio n6
Reviewer 1
Reviewe r2
Reviewe r3 3
Reviewe r4 4
Reviewer 5 2
Reviewer 6 2
4 4 I am using a I think I like the different change in using colors colors but different for three maybe colors is different you helpful types of should with pages in describe clarity my and, that on website. the home aestheti The cally, I page. I orangish am not like that backgro sure the it's not und monochr color page is omatic. changes for showed pages up for me. where I I saw dark will post brown.. link to virtual museum and museum require ments. The lighter brown page is for pages where students will have discussi ons. The light orangish brown with brown boarder will be where student will find links, articles and other referenc es EdWeb Analysis and Design
neutrals are...ala s...neutr al.
Nice visual cue, whether consciou sly or subcons ciously recogniz ed
Don't like the color tone for virtual museum, too difficult. try somethin g darker or lighter.
I would choose another color, to stimulate more. I love browns but it feels to much like a learning page, maybe another color would enhance a students learning because the page doesn't look like a learning website. I hope that makes sense.
Page 51 of 81
INTE 5660, Spring 2011
Revisions you will make to your EdWeb based on this data. I will work on the color scheme a bit. To find the best fit. It will still be in the brown family.
Questio n7
Reviewer 1
Reviewe r2 5
Reviewe r3 3
Reviewe r4 3
Reviewer 5 3
Reviewer 6 3
. 5 I am going to have a job aid that students will use during part of the instructi on. They can then take it with them after they complet e the instructi on I provided you with a mockup of the job aid to show you how it will look. What do you think about the job aid?
I think it will be better when there is more info. Right now it looks incompl ete and there are gramma tical errors one of my least favorite things to see on any material given to me by a teacher. Stay consiste nt in chronolo gical order analytic al was listed first then syntheti c example was given first.
this was informat ive, but could use larger fonts.
I like the second visual aid because I am still old fashioned and I enjoy books. It's somethin g that you can physically hold or doodle on I feel that both aids together would be more successful in learning.
EdWeb Analysis and Design Page Revisions you will make to your EdWeb based on this data. Will make sure there are 53 of 81 INTE 5660, Spring 2011 no errors.
Advance organizer
Provide the image, chart, or visual you will use for your AO at the beginning of the EdWeb, at the end of the instruction for each objective, and at the end of the EdWeb. Be sure to optimize your images so they are as small as possible for this document. You may want higher quality in your EdWeb but for this Word document, please include the smallest file size possible.
You do not have to use the table below but we need to see your original AO and then how you plan to use it as a transition tool to show students the big picture after the instruction for each objective and/or as they start the instruction for a new objective.
**At the beginning of each 'unit' or Artist, I will display the following AO. The student will be able to click on each section to access that activity. As each activity is completed a check mark will appear next to that section.
AO Location
AO: Image, chart or visual (Optimized)
Origina l state
After objecti ve 1
After objecti ve 2
After objecti ve 3
End of the EdWeb
Style Guide Issues
Icons: Describe and provide examples of the icons you plan to use throughout your EdWeb, e.g., a print icon if you want students to print a handout or job aid or a Do icon for when you want students to practice or do something.
Description of the icon, i.e., what is the meaning of the icon I am planning on using different color backgrounds for each section. I believe the icon will only distract from the artworks.
Example of the icon
Links: Are you going to provide the URL or are you going to link to the site from a few words in the text? Other Common Elements: Describe any other common elements you plan to use throughout your EdWeb, e.g., a cartoon character who will introduce each new topic or an avatar students will use when they need help.
FUNTIONAL PROTOTYPE 1. Functional Prototype Content: Copy the section(s) of your Content Inventory that apply to the objective you will use for your Functional Prototype and paste that information into this new section in your EdWeb A&D document. 2. Functional Prototype Formative Evaluation Process: Provide a brief description of your Formative Evaluation process. 3. Functional Prototype Formative Evaluation Participants: Provide a brief description of the four students, users, and/or subject matter experts who will participate in the Formative Evaluation of your Functional Prototype. 4. Functional Prototype Formative Evaluation questions: List the questions you are going to ask your Formative Evaluation participants.
5. Navigation Justification: Using quotations or paraphrases from Horton, justify your navigation. 6. EdWeb Reflections: Answer the three reflection questions listed below.
1. Functional Prototype Content: Once you select an objective for your Functional Prototype, copy the section in your Content Inventory that addresses that objective and paste it into your EdWeb A&D document. Objective List your formal instructional objective in the shaded table below i.e., copy your refined objective in the box below. Given the Cubism job aid (which provides definitions, time periods, list of artists, and critical features of Cubism artworks) and 10 Cubist paintings, students will be able to identify the artist all 10 paintings.
a. Interesting Introduction: This is important! See Horton p. 296. This is essentially your objective restated to be interesting and motivating to your learners. Use the shaded table below. After completion of this course you will know ten different cubist artists!
b. Mastery test questions to measure the degree to which learners achieved this objective. How you will measure if a student has mastered this objective? Your mastery test is essentially the criteria part of your objective. If your learners are volunteers, you can still provide a mastery test but call it a self-check or quiz. It will provide important information for you about what your learners learned. Hint: Frequently, a well written objective can become a mastery test question. Example objective: Given a list of the 6 steps in the Shelter program, students will arrange the steps in the correct order with 100% accuracy. EdWeb Analysis and Design Page 60 of 81 INTE 5660, Spring 2011
Example mastery test question: Below are the six steps in the Shelter program. Arrange the steps in the correct order using your mouse to drag and drop the steps. Identify the artist of each of the ten artworks.
c. Description of Content Go to your EdWeb A&D document, Section V: Design, Subsection 3: Learning Activities. Copy the description of your learning activities for this objective into column one of the shaded table below. Fill in columns 2 and 3, to describe existing content and images you will use to dual code the text. Add rows as necessary.
Learning Activities (from your EdWeb A&D document), Use one row for each Absorb, each Do and each Connect activity. Absorb activities Reading of articles and internet links will inform and entertain the students while absorbing information about each artist. Students are required to take a trip to their local art museum and EdWeb Analysis and Design
Status of Content for each Learning Activity. If the content exists, where is it? What is the file name(s)? If you are creating this content, what resources will you use to create it?
Dual coding and picture superiority effect. What images do you have or will you create to dual code each of your Learning Activities? I will have pictures and articles take from books and internet sources to accompany the readings.
I will be posting articles and links to good websites about each artist and their works.
I will open a discuss forum for students to discuss their findings from the local museums.
I will have a local picture of the Denver art museum and a link to its web site. Page 61 of 81
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find the cubist artists and jot down information and observations they make. Through virtual museums learners can search and catalog artworks in a way that is memorable to them. Do activities Learners will compare and contrast the different artists and the styles and techniques. Connect activities This will be in a discussion forum for all to discuss together the different styles and techniques of each artist. I will have pictures of each style used in different works of art. I will find or possibly create a virtual museum for the students to explore. I will find and /or create a virtual museum picture and website link.
d. Job aid Job aids replace memorization. Does your objective call for a job aid? If yes, describe it here. Should your objective call for a job aid because it is not important for learners to memorize this information? If yes, then revise your objective above. Does this job aid exist? If yes, include the file name. If no, what resources will you use to develop it? Yes I will have a job aid which provides definitions, time periods, list of artists, and critical features of Cubism artworks. I will use art history books, the internet and Microsoft word to create the job aid.
e. Our CIVs Describe specifically how you will apply our CIVs to this objective. You may not be able to apply all five of them to this objective but use the shaded table below to describe your ideas or possible strategies for how to EdWeb Analysis and Design Page 62 of 81 INTE 5660, Spring 2011
apply at least some of our CIVs to this objective. Be sure to review what you wrote in your EdWeb A&D document about applying our CIVs. Given the Cubism job aid (which provides definitions, time periods, list of artists, and critical features of Cubism artworks) and 10 Cubist paintings, students will be able to identify the artist all 10 paintings.
Objective
CIV
Below, describe specifically how you will apply at least some of our CIVs to the instruction for this objective, i.e., which of your activities exemplify each of our CIVs? The learners will use the job aid to help remember the various artists and their artworks. Using painting from each artist the learners will be able to see them and look up more. Discussions will be held on the learners findings at museums. A trip to the local museum and a possible virtual museum will take the learners out of the classroom. Students will discuss the various styles and techniques of each artist and help each other see things they may have missed themselves.
Learner Centered Contextual Social Active Supportive
f. Your theory of learning Review and revise, if necessary, your theory of learning, which you described in your EdWeb A&D document, Section V: Design, Subsection 1a: Instructional Design Model and Theory of Learning. Describe your theory of learning in column one below and describe how you will apply that theory to this objective in column two. Example: If your theory of learning says that students learn by reflecting on their prior experiences and personalizing new information, then what activities have you included above, in support of this objective, that provide for that reflection and the personalizing of the new information? EdWeb Analysis and Design Page 63 of 81 INTE 5660, Spring 2011
Your theory of learning Learning happens when information is stored into learner's memory in an organize and meaningful way. Making personal connections helps a student not only learn but remember. When the learners relate, have a personal conversation and or get their hands wet I believe lessons are better absorbed.
How will you apply your theory of learning to this objective. Going to the museum a student is enveloped in an art world and will remember the artworks they have to search out. Using the job aid student can look for the artworks we discuss.
g. Other than Hortons Absorb, Do, Connect model (section 1.3 above), our CIVs (section 1.5) and your theory of learning (section 1.6) , what, if any, other instructional design models do you plan to use? In your EdWeb A&D document, Section V, Subsection 1c, you may have identified other learning theories or instructional design models you want to use. If you completed that section, please list those theories or models in column 1 of the table below. In column 2, describe how you plan to apply those theories or models to this objective. In column 3, describe how these additional models overlap, complement, or compete with Horton and our CIVs.
Instructional Design Model (other than Horton or our CIVs)
Specifics about how you plan to apply this model to this objective
How this model overlaps, complements, or competes with Horton and our CIVs.
The cognitive model of learning is used in my course with emphasis on Discovery Learning
A trip to the museum will help learners discover new works of art and relate them to the course.
This complements the CIV's in that is an activity and social lesson. I encourage students to go with another student if possible. To share and discuss their findings.
h. Notes or comments Use the box below to describe anything not covered in the sections above.
----------------------------------------------------------------------------------------------------------------------2. Functional Prototype Formative Evaluation Process: How will you conduct the Formative Evaluation of your Functional Prototype? For example, will you meet individually, face-to-face with each of your participants during and/or after they review your Functional Prototype? Will you email the Functional Prototype to your participants, along with the Formative Evaluation questions and have each of the participants email back to you their answers to those questions? Will you have all participants review your Functional Prototype and then get them together for a brownbag lunch to answer and discuss your Formative Evaluation questions? I will be doing my formative evaluation similar to the way I did it for my design prototype. I will email all my participants with the link to the site and user name and password to access the course. I will also send them a link to the evaluation form I will be creating in survey monkey. I had good luck with this the last time so I hope for the same response! EdWeb Analysis and Design Page 65 of 81 INTE 5660, Spring 2011
3. Functional Prototype Formative Evaluation Participants: You need a minimum of four formative evaluation participants. All of these participants may be potential students or users or you may decide you want to have one or two subject matter experts provide feedback on the accuracy of the content. Remember: It is very important that the people who review your Functional Prototype be either subject matter experts (SMEs) or students or users who mirror the skill level of the students or users who will actually take your EdWeb. Example 1: There will be a total of five formative evaluation participants. One SME, who is a teacher in the school where I teach and with whom I often share teaching responsibilities, will review the functional prototype and provide feedback on the accuracy of the content. We both teach science and run the science lab. Additionally, I have arranged for four seventh grade students to take the functional prototype and answer the mastery test questions for objective #1, which is the content of the functional prototype. The mastery test questions will not be online but rather will be a section of the formative evaluation survey I ask each participant to answer. Example 2: The participants in my formative evaluation consist of two SMEs from my department and two people who are on the waiting list to take a face-to-face course that covers the same content as my EdWeb. I will have one SMI who is an art history teacher in the Denver Public Schools district and a fellow student in the INTE program. I will also have three former classmates from my art education courses at CSU and UCD. They are all familiar with both face to face and online courses in Art History. They will all be taking my course and take the quizes and give me feedback. 4. Functional Prototype Formative Evaluation Questions: Your formative evaluation questions need to focus on the questions you have about the content and the navigation of your EdWeb. If you are including SMEs in your formative evaluation, be sure to have a separate set of questions for them. I will definitely use these question for my SMI: 1) Is any of this content inaccurate or confusing? If yes, what are your suggestions for improving the content? 2) The target population for this EdWeb is . . . . Given this population, do you think the examples are appropriate? What about the activities? Suggestions for improvement? You may want to ask questions like this for the students or users, whose demographics are as similar as possible to the students or users who will actually take your EdWeb: EdWeb Analysis and Design Page 66 of 81 INTE 5660, Spring 2011
Love these questions I will be using them and I will try to think a couple more? 1. What did you think of the navigation? 1) The navigation was very difficult to understand. My suggestions for improvement are _________________________________. 2) The navigation was okay. I think it would be better if you ______________. 3) The navigation was good but it would be better if you _________________. 4) The navigation was excellent. I have no suggestions for improvement. 2. What did you think of the job aid? 1) The job aid was very difficult to understand. My suggestions for improvement are _________________________________. 2) The job aid was okay. I think it would be better if you ______________. 3) The job aid was good but it would be better if you _________________. 4) The job aid was excellent. I have no suggestions for improvement 3. What did you think of the visuals on the following pages? Did they help you understand the content? Please use the Likert scale below and if you rate an image 1, 2, or 3 please provide suggestions for improvement,. Likert scale 1. Visual was very confusing 2. Visual was somewhat confusing 3. Visual did not help me understand the content 4. Visual helped me understand the content 5. Visual was very helpful. Pages 1) 2) Page 2 (title of page) Page 3 (title of page) Page 67 of 81 INTE 5660, Spring 2011
3) 4)
Page 4 (title of page) Page 5 (title of page)
5. Navigation Justification: Describe three examples of the navigation in your EdWeb Functional Prototype and justify why you are using that type of navigation. Be sure to cite Horton chapter 11 using either paraphrases or exact quotations to justify your navigation. Each paraphrase or quotation needs to include a page number from Horton. I will be relying on moodle's standard navigation and am still playing with its possibilities. But I will be using a menu which "learners pick lessons and topics from a hierarchical list organized by logical categories" (Horton, 2006, pg. 538) This menu will be an expanding menu that will have main topic and when clicked will open up the lessons and activities. I will also be using hyperlinks where learners click highlighted links that will bring them to auxiliary material. (Horton, 2006, pg. 557) I will be creating a timeline map in dipity that displays all the works organized chronologically. (Horton, 2006, pg 553)
6. EdWeb Reflections: Please reflect on your EdWeb by answering the following three questions. 1. How are you feeling about your EdWeb? I am finally feeling better about using Moodle with the help of you all and tutorial online I have it a close as I can get this LMS to meet my needs.. 2. What is the most important thing you have learned about designing and developing elearning instruction? It takes a lot of work! Thoroughly thought out and organization is key. 3. If you could travel back in time to the beginning of this semester, i.e., August 22, 2011, what would you do differently in terms of your EdWeb? I would know my authoring tool ahead of time and know how to use it. I feel like I need a moodle course.
EdWeb A&D Update #2

Please add these 10 new sections to the end of your EdWeb A&D document. Be very careful of CARP, i.e., make sure your new sections follow the CARP guidelines. See the Evaluation Criteria below. 1. Functional Prototype formative evaluation results. Please use a table like the one below for reporting the results of the Formative Evaluation of your Functional Prototype and the revisions you plan to make based on this data. Note: If you did not use a Likert scale question, then you do not need to report the mean score as shown below.
Question 1 Reviewer 1 Reviewer 2 Reviewer 3 Reviewer 4 Reviewer 5 Reviewer 6 5-
What did you think of the video on the opening page of the course? Did it make it more interesting or fun?
3-Video was confusing and somewhat dumb. Maybe stream line it and make it more of a welcome intro.
4-Video helped me understan d the content and got me excited to learn more
4-I think the video helped to explain why the artists were listed in the order they were as I probably would have put them in timeline form or have started with the "founders" of cubism
4-video grabs people's attention (arguably) faster than anything. smart open.
5-Video was very helpful, fun, super cool a keeper for sure!
Mean [average] for Likert scale questions: 4.16 Revisions you will make to your EdWeb based on this data. I will be keeping the video at the beginning because most people enjoyed it. Reviewer 1 Reviewer 2 Reviewer 3 Reviewer 4 Reviewer 5
Question 2
Reviewer 6
What did you think of the navigation ?
Mean [average] for Likert scale questions: 4.3 Revisions you will make to your EdWeb based on this data. No changes will be made to navigation. Reviewer 1 1-what job Reviewer 2 2-Maybe Reviewer 3 2-Would Reviewer 4 Reviewer 5
Question 3
Reviewer 6 3-
Were you able to access the job aid? What did you think of the job aid?
aid?
allow more space for the description s of the artwork
help to have some text like description s next to each piece of displayed. Maybe a key fact or interesting tidbit to keep student interested.
4-Always nice to have something to print out!
4- This is a great tool to help learn and remember
Mean [average] for Likert scale questions: 2.6 Revisions you will make to your EdWeb based on this data. I changed my job aid to a PDF and it should be more accessible now. I don't know that my reviewers really understood what a job aid was and its purpose. Reviewer 1 4-timeline Reviewer 2 4-I liked Reviewer 3 5Reviewer 4 5-Nice Reviewer 5 5- Really cool!
Question 4
Reviewer 6 5
What did you think of the timeline in the Cubism Section? Did it make it more
very cool... love the option to drag it around. very clear and effective having it
the timeline it helped put into perspectiv e the timeframe and each artists
colors, easy to read interesting to look at.
interesting or fun?
laid out that way.
work along with who the major artists were during what timeframe s
Mean [average] for Likert scale questions: 4.6 Revisions you will make to your EdWeb based on this data. I have received good reviews and feedback for my timeline and will keep it. Reviewer 1 Reviewer 2 Reviewer 3 Reviewer 4 Reviewer 5 3- Not needed
Question 5
Reviewer 6 1- useless
The calendar on the right hand side is a program default. What do you think about it?
1-Get rid of it
1-no need for a calendar
3- Maybe with lots of informatio n it may be cool but I don't know that I'd use it much?
3- a calendar is a calendar
Mean [average] for Likert scale questions: 2 Revisions you will make to your EdWeb based on this data. I removed the calendar from my EdWeb. I believe with more time and preparation I could have made the calendar more interesting and fun but it was just a Moodle default that I didn't pay enough attention to this time around. Reviewer 1 Reviewer 2 Reviewer 3 Reviewer 4 Reviewer 5
Question 6
Reviewer 6
The target yes, the appropriat population website is e for this academicEdWeb is oriented. college quizzes level. help Given this reinforce population, info. the do you discussion think the board is examples also are appropriat EdWeb Analysis and Design INTE 5660, Spring 2011
I want to see examples of artist works as they are discussed
Seems lots of appropriate to writing. me Might be good to tie some of this into what was going on at this time period, such as in music and
All appropriat e, loved the time line.
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appropriat e? What about the activities? Suggestion s for improvem ent?
e for the college level
literature and history. Have them watching some video or other types of interaction would make it more interesting .
Mean [average] for Likert scale questions: Revisions you will make to your EdWeb based on this data. Overall it seems appropriate. Reviewer 1 Reviewer 2 Reviewer 3 Reviewer 4 Reviewer 5
Question 7
Reviewer 6 no
Is any of this content inaccurate, misspelled or confusing? If yes, what are your suggestion s for improving the content?
nothing confusing for me
not that I saw
IDK
Nope
none
Mean [average] for Likert scale questions: Revisions you will make to your EdWeb based on this data. My reviewers didn't see any spelling or grammar errors. Reviewer 1 Reviewer 2 Reviewer 3 Reviewer 4 Reviewer 5
Question 8
Reviewer 6
Any other comments, thoughts, or ideas are appreciate d
cute da Vinci, my 5th graders thought he was a lego!
Mean [average] for Likert scale questions: Revisions you will make to your EdWeb based on this data. None.
2. Reading Level Assessment. Conduct a reading level assessment on your Functional Prototype and report the results here. Use the job aid called Readability Statistics in DocSharing. Provide a screen capture of the results table. Passive sentences should be below 10%. Screen shot of reading level assessment results
3. Reflections on the results of your Readability Statistics. Go to the Learner Needs and Characteristics section of your EdWeb Analysis document (section IV>3>g) to see what you said about the reading level of your learners. Did you hit the reading level you identified in in the Learner Characteristics section? Reading ease was at 70.1. Which is according to microsoft word within the standard "For most standard documents, aim for a score of approximately 60 to 70." My reading level was at 7.4. Which is below the required reading level. Microsoft word says "For most standard documents, aim for a score of approximately 7.0 to 8.0." What did you learn from conducting this readability assessment? I learned that this readability statistics report existed. Very interesting and nice to know that my document/EdWeb text falls with in the norm. What revisions, if any, do you plan to make to your EdWeb? Word did catch a grammar error that I plan on changing. But other than that I feel good about it.
4. Categorization of your images. There are two options for this section; pick one. Option 1: Categorize each visual in your Functional Prototype using the Graphics job aid (in DocSharing). Please use a table like the one below. Also, please optimize your screen shots to make them as small, in terms of file size, as possible. You can use thumbnails if you want. No BMPs; they are too big (in file size). Location of this image, i.e., the name of the page in your EdWeb
Screen shot (optimized or thumbnail)
Name of Graphics Category
First page of the actual course.
Decorative
Timeline Page
Representative
Each Artist has a similar page. This is from the Georges Braque Page.
Representative
Below each artist there is the following navigational icons. This one is under Georges Braque.
Navigational
Option 2: Complete the table below to indicate how many of each type of image (from the Graphics job aid, located in DocSharing) you have in your EdWeb. We are not asking, nor do we think it is a good idea, to have images in all categories or even an even distribution. We just think it is informative to know what the distribution is. For examples of each category, see the Graphics job aid in DocSharing. Category name Definition of category Number of images in each category One example (optimized screen shot) of an image from your fp that exemplifies that category.
Decorative
Decorative visuals are often used to motivate or gain the attention of the learner. For online instruction. These visuals enable learners to move around the instruction. Representative visuals provide the same information as the text. Typically, but not always, Representative visuals dual code a small section of text. They make the text more concrete. Simulations and animations are often Representative images. Organizational visuals provide structure, sequence or hierarchy information. Interpretive visuals are typically used to clarify ambiguous or difficult
11+
Navigational
11
Representati ve
Organization al
Interpretive
content. Transformati onal Transformational visuals often are visual mnemonics or analogies. Transformational images help learners understand an abstract concept.
5. Reflections on the distribution of images in your EdWeb. You do not have to have images in each category and you do not have to have an even distribution of images by category. How many images do you have in each category? How do you feel about that distribution? I have about 11 images in the decorative category, the same in navigational category and one in representative category. I feel for never hearing of these categories before hitting 3 out of 6 isn't too bad. What changes, if any, do plan to make to your images? None at this time.
6. Dual Coding examples. Provide three examples of the dual coding in your EdWeb. Please use a table like the one below.
Screen shot (optimized or thumbnail)
Location of this image, i.e., the URL or name of the page in your EdWeb
What text does this image replace or dual code?
A similar dual coding exists on each artist intro. This one is from Georges Braque intro.
This image supports or "dual codes" the text of who is being discussed.
A similar dual coding exists on each artists information page.
This image replaces and highlights text that explains three of the artists works discussed.
This is on the opening page before you enter the course.
This image replaces a text intro of the course.
7. ADA Accessibility. There are three parts to this new section. Part 1: Go to https://amp.ssbbartgroup.com/express and test your EdWeb for section 508 compliance. Part 2: Report the results. Part 3: Review the following two websites and in 50 to 100 words describe how you might assess the ADA compliance of your EdWeb. There are three levels of accessibility and typically, developers aim to meet only the level 1 standards. For more information, see the ADA site http://www.ada.gov/adahom1.htm and the W3C site http://www.w3.org/TR/WCAG/ The primary reason we want students to investigate ADA criteria is to experience how designing for ADA is a lot of work and needs to have a decent budget. It is not something you can do in an afternoon.
Report the results of the ADA test 508.22 = 96% WCAG2 A = 96% WCAG2 AA = 100% Describe how you might assess the ADA compliance of your EdWeb First violation is that I need to ensure frame titles are meaningful. My frame does not have a title. I will try to fix this. My other violation is I need to provide valid labels for form fields. Not real sure what this is talking about? I don't have any forms that I know of? I will try to find these and fix them also. It is hard to think about a blind person using my site since this type of site is a very visual site.
8. Reflections on ADA. Does the organization for which you are developing your EdWeb require ADA compliance? No If yes, what level?
If yes, what are your plans to insure your EdWeb meets the required compliance level?
What is the most important thing you learned about ADA? That it exists. I had no idea what ADA even meant before this assignment.
9. Peer Review What did you learn from the Peer Review another student conducted on your site? I learned how similar and different their edWeb was from mine. Although using different tools we all seemed to bump into similar issues and similar answers. What revisions did you make (or do you plan to make) to your EdWeb based on the Peer Review?
I changed all spelling and grammar errors. I added contact info. I made the pictures align right allowing text to fall left.
10.
Future plans for your EdWeb After INTE 5670, what are your plans for your EdWeb? What content might you still need to add? I plan on using it in my portfolio. What instructional strategies, such as simulations, animations, or podcasts do you need to add? None that I can think of at this time. When do you plan to implement your EdWeb with real students? Maybe one day when I get a job :)
Evaluation Criteria
Copy and paste the 10 questions, and the text input boxes for each question, at the end of your EdWeb A&D document. CARP is important. Be sure to apply CARP to this new section in your EdWeb A&D document. There are 10 questions. Question #1, about the results of the Formative Evaluation of your Functional Prototype, is worth 100 points. Questions 2 10 are each worth 9 points (for a total of 99 points). Total points for the EdWeb A&D Update #2 is 200. We will deduct one point for each typo, grammatical error and passive voice sentence. The name of the file you submit should follow this format: Firstname Initial of last name_EdWebA&DUpdate2_Date you submit this assignment. For example: TonyW_EdWebA&DUpdate2_Dec2_2011. This assignment is due Monday, November 28th.
If your EdWeb Update #2 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.

Edweb Analysis and Design: Proposal Instructions and Template

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EdWeb Analysis and Design

Proposal Instructions and Template

EdWeb Analysis and Design Page 1 of 81 INTE 5660, Spring 2011

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Write only in the tinted boxes.

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k. Other instructional context issues:

Goals and Outcomes

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Goals and Outcomes (examples)

Goal and/or outcome desired by stakeholders

Data collection and measurement

4th grade students Students in a drivers education class

Goals and Outcomes

Goal and/or outcome desired by stakeholders

Data collection and measurement

Student scores and quality of work.

Scores, grades and student evaluations.

Learner Needs and Characteristics

Learner Needs and Characteristics

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Expert Interview or Request for Assistance (Example)

Approximate Date for Discussion

Notes about what you want to say

Expert Interview or Request for Assistance

Scoping your EdWeb

Scoping your EdWeb

Instructional Goals, Objectives & Assessments

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Instructional Objectives, aligned with Goals and Outcomes (example 1)

Instructional Objectives, aligned with Goals and Outcomes (example 2)

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Instructional Objectives, aligned with Goals and Outcomes

Student will have an understanding of what makes a Cubist art work.

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Instructional Design Model and Learning Theory

Instructional Design Model and Learning Theory

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Learning Activities (example)

Learnercentered; Active; Contextual Learnercentered; Active; Contextual p. 70 Social; Learnercentered; Contextual

Numbers Percentages CIV Justification:

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Learner Centered Contextual Active

Active Learner Centered

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Active Learner Centered Pg. 115 Social Supportive

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Authoring Tools Assessment

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Heading 1 (Arial 26)

Heading 1 (Tahoma 26)

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Color Scheme for Math is Good EdWeb

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Advance Organizer (AO)

Formative Evaluation Plan

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