MelanieM EdWebAD FP Revision April23 2012

EdWeb Analysis and Design
Proposal Instructions and Template
Table of Contents
EdWeb Analysis and Design ...........................................................1 I. Introduction.................................................................................2
Project Description..................................................................................................2 Timeline..................................................................................................................3
II. Instructions................................................................................4 III. Executive Summary....................................................................6 IV. Analysis.....................................................................................8

1. Instructional Setting.............................................................................................8 2. Goals and Outcomes..........................................................................................10 c. Learner Needs and Characteristics.....................................................................13 d. Project Management..........................................................................................16 e. Scoping your EdWeb..........................................................................................18 f. Instructional Goals, Objectives & Assessments....................................................20
V. Design......................................................................................26
7. Instructional Design Model and Learning Theory................................................26 h. Learning Activities..............................................................................................26 27 i. Authoring Tools Assessment................................................................................35 j. Reflection Questions...........................................................................................36
VI. Evaluation Criteria...................................................................38 VII. Design Prototype....................................................................39

A. Typography ......................................................................................................39
The name of the file you submit should follow this format: Firstname Initial of last name_EdWebA&DUpdate2_Date you submit this assignment...................................................................................81 VIII. Ed Web A&D Update #1
EdWeb Analysis and Design Page 1 of 81 INTE 5660, Spring 2011
I.
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. EdWeb Analysis and Design Page 2 of 81 INTE 5660, Spring 2011
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).
II.
Instructions
Read the entire document before beginning. Answer each question to the best of your knowledge and ability. This is an iterative process; your initial answers need not be comprehensive. I am researching this question is acceptable for at least the first iteration. Eventually, you need to answer each question. 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.
III.
Executive Summary
Readers should be able to find all the most important facts about your project in the Executive Summary. It is a one-page snapshot of your Analysis and Design, intended to help stakeholders (sponsors or anyone interested in the project) understand and support your EdWeb. Do not overwhelm your audience with too much detail. 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: Melanie Melvin Date: May 9, 2011 EdWeb Title: Letterboxing as a Family Summaries: 1. Instructional setting: New self-paced online course that will supplement the promotional material contained in the Letterbox Mystery website directed toward students that have read the Letterbox Mystery book and their families. 2. Goals and outcomes: Brief course designed to educate parents and students on how they can participate in letterboxing as a family. They will learn the concept of letterboxing, the tools, the terminology and the resources needed. 3. Learner needs and characteristics: Learners will be students in grades 3-5 and their families. They are interested in learning more about letterboxing and excited about learning how they can participate together. 4. Instructional objectives: Using the Job Aid students will be able to correctly identify 6 out of 7 letterboxing terms/images in 3 different simulations. Using the Job aid students will take a web tour to locate 3 of the most popular letterbox websites. They will then have the information needed to correctly answer questions presented in the course and move forward in the course. Given the Job Aid, a virtual compass and a map, students will locate a hidden treasure. 5. Project management: The course will be developed within 12 Page 6 of 81 INTE 5660, Spring 2011
months in close consultation with Letterbox Mystery author, Kacey Brown. 6. Tool assessment: Creation of the course will tentatively be completed using the Udutu authoring tool. 7. Instructional design model: This course will be based on a Cognitivism/Pragmatism Model. The course aims to equip students to be life long learners by teaching them how to find answers quickly, rather than expecting memorization is most effective. 8. Learning activities: Simulated tools, games and web tours will be included for students to best grasp the material for letterboxing as a family.
IV.
Analysis
Your name: Melanie Melvin Tentative EdWeb title: Letterboxing as a Family
Write only in the tinted box.
1. 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: Letterbox Mystery Book Companion Site EdWeb Analysis and Design Page 8 of 81 INTE 5660, Spring 2011
b. Mission of organization: The Letterbox Mystery book is a chapter book that appeals to 3-5th grade children. The book is a mystery where the main characters solve the mystery through a series of letterboxes. Letterboxes are small boxes containing a log book and a stamp. The person seeking to find the letterbox will be given clues or a simple map. Once they find the letterbox they add their personal stamp to the log book and add the boxs stamp to their personal log book. The mission of the organization is to encourage family togetherness and active outdoor fun. We plan to do this by providing family activities and materials to accompany the chapter book that the child will be reading. c. New course or conversion of existing course: New course that will be embed into a larger website. d. Instructional need or opportunity: We anticipate children reading the books and asking their family if they can attend a letterboxing event. Parents or adult family members are probably not familiar with letterboxing or these type events. Therefore the website that promotes the events and the books will also contain this self paced EdWeb that will educate the children in the family about how they can participate with letterboxing. e. Pacing and rationale: The child that has read the book will understand more about letterboxing than their adults will in the beginning. The pacing will be self-paced. The course will be structured so that children and adults will also can understand the material. There will also be a section for parents that will be on the reading level of an adult.The EdWeb and the website will be very simple because we understand that the parent will likely be simply checking it out very quickly. Therefore our pacing needs to be quick to give the adults a quick start guide to family fun. f. Hardware and software: Typical home pc of the families will be using Window, Linux or Mac operating systems. If children access the course from their school library or classroom, they will be running a Windows operating system in most areas. none required g. Browsers and version numbers: The family computer could be configured in any of the standard ways, the most common would be Internet Explorer 8 (24%), Google Chrome 12 (26%) and Firefox 4 (43%). h. Internet access: The family computer could be configured in any of the standard ways.will likely be using a broadband connection and wireless modem. If the user is accessing the course from a school library or classroom they will be working on a T1 connection in most instances.
i.
Firewalls, parental control, access, or security: The family computer could be configured in any of the standard ways.is likely going to have a simple firewall and parental controls in place. The school library or classroom will have many more security measures in place and we will need to test the EdWeb from a variety of locations to make sure that all of the features will be operational. During development more research will have to be done to insure that we are not using technology that could be blocked. Stakeholders: The stakeholders are myself, my friend and business partner, Kacey Brown the author of the Letterbox Mystery book, children reading the books and their families interested in letterboxing. We also plan to promote the book and family events to organizations such as Parent Teacher Organizations and churches. The decision makers who would sponsor these events would also be stakeholders.
j.
k. Other instructional context issues: NA
2. Goals and Outcomes

What does each group of stakeholders need to see to consider this instruction successful? These results might be standards set by stakeholders, such as the State or your school district, competencies set by a professional organization or licensing agency, etc. In a corporate setting, it might be an increase in sales or a decrease in error reports. Use the table below to answer this question. Notice in the table below, you need to determine if the instruction meets the desired outcomes of each group of stakeholders. For example, if one of the outcomes a group of stakeholders needs to see is an increase in sales, how will you measure that increase? Obviously, if the desired outcome is increase in sales then you need to collect baseline data in order to calculate the increase in sales. 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 Goal and/or outcome desired by stakeholders Data collection and measurement
Kacey Brown, author 1. Melanie Melvin, promoting partner
Introduce letterboxing to families and educate families on how they can participate.children and their families.
Quiz/survey in EdWeb to insure that participants understand. 2. A web tour visiting the most common websites that contain letterboxing locations.
Provide education for families so that they will be able to find letterboxes in their local areas. Increase sales and recognition of the Letterbox Mysteries. 3. Children that are reading the books and their families. To learn how they can participate in letterboxing as a family.
Sales from the website will be calculated on a regular basis and we should be able to tell which of these purchases came from people that also participated in the EdWeb. A local measurement of this goal and the readers participation would be attendance at the sponsored letterbox events. Otherwise this will be measured through message boards on the website that contains the course. Present information in such a way that adults and children can understand. Direct participants to post their ideas for letterboxing in a message board. The activity in the message board will gauge the excitement level. If people do not post in the message board, they are clearly not excited. If there is a great deal of posting, we will know participants are excited about the information. 13.By the end of this brief course students will be able to define a letterbox and letterboxing is by completing reflection questions within the course. Students will understand that letterboxing is both a noun and a verb. Test your knowledge questions throughout the course.
Obtain additional information to supplement the material in the books that the children will be excited about sharing with their families. 4. 5. 6. 7. Define letterboxing as both a noun and a verb 8. 9. Learn the terminology used in letterboxing and orienteering. EdWeb Analysis and Design
Page 12 of 81 INTE 5660, Spring 2011
Understand what letterboxing is and the tools used to participate. 10. 11.Be able to read a compass and follow a map to locate a letterbox. 12. 16.Decision makers that sponsor events. To learn what letterboxing is and understand how their organizations members would decide to contribute so that their organization could be a part of these events.
Participants will complete reflection questions within the course to test their knowledge of the concept of letterboxing. They will also participate in a simulation using a virtual compass to test their skills with orienteering. 14. 15.Map simulation to find a treasure. Measurement of this would be the questions asked when presented with the option to participate in the event.
c. Learner Needs and Characteristics

a. What are the demographics of your learners? Age range Education levels, degrees, etc. Other factors, e.g., gender, race, ethnicity, languages, disabilities?
b. Are these learners volunteers? That is, are they required to take this instruction, or will 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. EdWeb Analysis and Design Page 13 of 81 INTE 5660, Spring 2011
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. 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 : Adult family members of c Children in grades 3-5. and these children. I will address both the adult demographic and the children. Because both will be visiting the course, iIt is important that the material appeal to children, but also be educational for adults who will be the people that take the children out to these events or on a letterboxing adventure.. Age range: Adult family members and decision makers: mid twenties senior citizens Children in grades 3-5. Education levels, degrees, etc.: Research shows that parents that are engaged and creative in providing activities to supplement their childrens education are more educated and have higher income than parents that would not be interested in an activity such as letterboxing. This course will be designed for the children reading the books with a third fifth grade education. There will also be a parent area that will be on the level of a college educated adult with children in this age range. We may have two paths in the course that will appear as part of the simulation (a fork in the virtual road) where adults would take one path and children would take another. Other factors: b. Volunteer or compulsory learners: Volunteer c. Experiences and attitudes toward EdWeb content: Attitudes toward EdWeb topic: Curious attitude looking forward to participating Prior experience: The majority of the children will have read the book, so they will be familiar with letterboxing by reading the book or at the least, the summary on the back of the book. They will be coming to the course to learn how they can participate in letterboxing with their family. d. Prior experience with technology: Online instruction: little to none (3-5th graders), parents may have participated in online learning before, although it is doubtful that they have participated in online learning with their children. Internet use: minimal (3-5 graders) and parents are very proficient are emerging internet users, so much so that they may become distracted by other things instead of participating in the coursethe course needs to be simple to not distract them, yet still very real to give them a sense of what online learning truly is. Attitude toward eLearning: very interested and excited e. Learning styles and skills: varied f. Reading level: 3-5 grade grade and 10th grade level for the parents of these students. Attitudes toward instruction: Attitude toward instruction: They want to have fun. Expectations or needs for instruction: Expectation for quick and fun EdWeb Analysis and Design Page 15 of 81 INTE 5660, Spring 2011
d. Project Management
a. 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. 17. 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. b. 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? c. 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.
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.
d. Who has to approve your EdWeb? EdWeb Analysis and Design Page 16 of 81 INTE 5660, Spring 2011
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. v. What, if any, organizational changes challenges might you encounter? 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. vi. What other resources or project management issues are important or relevant to this project?
Project Management
g. Program Timeline: 1 year h. Subject Matter Experts (SMEs): Author, Kacey Brown and I will be looking for other SMEs to consult with by emailing the contacts on letterboxing websites. i. Other Resources (see table below)
18. Expert
Interview or Request for Assistance

21. Approxim ate Date for Discussion
May 6, 2011 22. Discussion Notes
19.
(add rows as needed)
20. Name/Title of Expert

Author, Letterbox Mysteries
Review of objectives
j.
Approvals: Kacey Brown none xi. Organizational change issues: none xii. Other resource or project management issues: NA
e. 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. Selfpaced 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 EdWeb Analysis and Design Page 18 of 81 INTE 5660, Spring 2011
x200): 1920 Maximum development hours required (9.6 x 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. d. 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

m. Big picture: The course will be housed on a larger website that will promote the books and events. It is not part of a credit course or an educational institution. n. Time Budget: Hours per week in meetings 3 Hours per week at home: +10 Total hours per week: 13 INTE 5670 duration x15 Total available time 195 hours*
o. Hours you need to develop your EdWeb (please show the calculations): F2F instruction time (hours): 2 Equivalent online instruction time (2 x 60%): 1.4 Minimum development hours required (1.4 x200): 280 Maximum development hours required (1.4 x 400): 560 It will take between 280 and 560 hours to replace the F2F seminar with a selfpaced eLearning course p. Compare Time Budget with hours you need to develop your EdWeb: I need to find an additional 85 hours to add to the budgeted hours or scale back the content of the Edweb.
f. 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. 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)

23.(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 Using the Letterboxing job aid, students will correctly identify 6 out of the following 7 letter boxing terms/images and their purpose for letterboxing in each of 2 different simulations: (1) drive-by letterbox (2) box in bag out (3) logbook (4) orienteering (5) letterboxing event (6) cuckoo clue (7) litter box. Successful completion of this task will award students with a virtual backpack. The virtual backpack will store the tools earned by completing each objective in the course.Using the Job Aid and the instructional activities students will be able to correctly identify 6 out of 7 letterboxing terms/images in 3 different simulations. Successful completion of this task will award students with a virtual backpack. The virtual backpack will store the tools earned by completing each objective in the course. Given the Letterbox job aid (which includes hints and reminders about navigation), a virtual compass, and a map, students will locate one hidden treasure in a virtual environment. The students will three opportunities to complete. activity. Success on this assessment awards students with a compass for their backpack of tools.Given the Letterbox job aid (which includes hints and reminders about navigation), a virtual compass, a map and three practice examples, students will locate one hidden treasure in a virtual environment. Students will have the opportunity to practice on three examples before completing the task independently. Success on this task will award students a compass for their backpack of tools. Given the Letterbox job aid, which contains the URLs for two of the most popular letterbox websites and directions for finding specific areas on these websites, students will navigate to these sites and find three different tools.Students Page 24 of 81 INTE 5660, Spring 2011
Understand what letterboxing is and the tools used to participateDefine letterboxing as a verb
Be able to read a compass and follow a map to locate a letterbox.
Provide education on how to find events to accompany the Letterbox Mystery book series and other EdWeb Analysis and Design
letterbox websites.
must correctly identify two out of three tools for each of the two websites. Success on this assessment awards students with a stamp and ink pad for their backpack of tools.Given the Letterbox job aid, which contains a list of the 2 most popular letterbox websites and directions for finding specific areas on these websites, students will tour the websites and then be given 2 activities that will evaluate their knowledge of the tools highlighted on the tour of these popular websites. Students must correctly complete each activity to be awarded a stamp and ink pad for their backpack of tools. If they are unsuccessful students will be directed back to the particular site for remediation. Vocabulary commonly used in relation to letterboxing will be defined in the Job Aid and reviewed in the EdWeb. Using the Job Aid and the course information students will answer 8 out of 10 self-assessment questions. If answers are incorrect, feedback will be given and the material will be presented again, followed by the opportunity to answer the question again. Once successful, students will be awarded a notebook for their backpack of tools.
Learn the terminology used in letterboxing and orienteering.
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.
V.
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.
7. 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: I agree that learning is a change in knowledge state, that learners should be involved in the education process, and that the degree of learning will rely on the learners engagement in the process. I will base my EdWeb on the Cognitivism/Pragmatism Model. b. Other instructional design models: I agree that for this topic and in our world today, equipping students to be life long learners by teaching them how to find answers quickly, rather than expecting memorization is most effective. Using the Discovery method, I hope to have Do activities for the learners to explore the terms and the process on their own to truly learn the material. c. Other instructional design issues:
h. 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. 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 28 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
Students will review the Job Aid that includes these definitions before starting the course and at any time thereafter. Students will view a video where I will introduce letterboxing terms and supplies. Students will play a game to click the image that represents the displayed term within a time limit. If the incorrect answer is given, the student will have the opportunity to review and try again. p. 70
Objective
1. Using the Job Aid students will be able to correctly identify 6 out of 7 letterboxing terms/images in 3 different simulations.
Absorb
Do
Connect
p. 183
CIV(s)
Supportive
Supportive; LearnerCentered
p. 143
Contextual; Active
Students will pack a virtual letterboxing backpack by choosing the images of items needed on a letterboxing adventure from a group of images that will contain nonrelated images as well. Students will click and drag images that align with the correct term until all images are in the correct place.
p. 135
Contextual; Active
p. 116
Contextual; Active
2.Given the Letterbox job aid, which contains a list of the 2 most popular letterbox websites and directions for finding specific areas on these websites, students will tour the websites and then be given 2 activities that will evaluate their knowledge of the tools highlighted on the tour of these popular websites. Students must correctly complete each activity to be awarded a stamp and ink pad for their backpack of tools. If they are unsuccessful students will be directed back to the particular site for remediation.
Learners will put together a virtual jigsaw puzzle to put in order the steps involved in letterboxing (1, choose a box to find from an online catalog; 2, prepare your tools/pack our supplies (multiple puzzle pieces to represent the many items needed before starting out); 3, Follow map to 1st landmark; 4, Gather bearings and orient yourself with the area before proceeding; 5, Continue to other landmarks until you find the location; 6, at suspected location look carefully for the box; 7, carefully remove box; 8, place your stamp in the log book kept in the box; 9, use stamp contained in the box to stamp your personal logbook; 10, carefully place items back in box; 11, place box exactly where you found it; 12, log your exciting adventure in the message board where you found the instructions. Students will be presented with the proper etiquette for letterboxing in a presentation. p. 49
p. 149
Contextual; Active; Learner Centered
Supportive
After the presentation, students will participate in a role-playing scenario to identify the proper treatment of the letterbox and other letterbox hunters. Students will visit a popular website that catalogs letterbox locations and be challenged to participate in the message boards in response to a thread I started on the message board.
p. 137
Contextual; Active; Social; LearnerCentered
p. 125
Social; Active; LearnerCentered
Contextual; Active; 3. Given the Letterbox job aid (which includes hints and reminders Students will use a simulated compass to go in the requested direction in a game. p. 151 Active; Learner Centered; Contextual
about navigation), a virtual compass, a map and three practice examples, students will locate one hidden treasure in a virtual environment. Students will have the opportunity to practice on three examples before completing the task independently. Success on this task will award students a compass for their backpack of tools.
Students will be given a map in addition to the simulated compass to locate several hidden items. This will be a gate-keeper task with difficulty increasing.
p. 152
Active; Learner Centered; Contextual
13
Percentages
23%
62%
15%
CIV Justification: 2. Some people learn by being told or shown, but many must discover skills and knowledge for themselves... (p.
125)
b. Other issues:
i. 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 35 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: No organizational requirements. b. Cost: I am going to start my research with the free options with hope of finding one that will achieve what I would like with no cost. If this is not possible I am willing to purchase the tool that will accomplish my goals. Because I will be paying for this tool myself, free is a much more attractive option if available. c. Experience: Experience with Kineo eXe, but I dont want to use Kineo eXe because based on my experience the simulations would be difficult to create. d. Marketability: Any additional knowledge with authoring tools would increase my professional marketability. e. Complexity: Because this process is so new to me, I think it will be best to keep it as simple as possible while being able to create the simulations. For this reason I like Udutu. f. Exposure: Udutu appealed to me and I like the ease of use. g. Application: The simulations are a large concern and I am unsure how to create them at this point. For this reason I like Simon Shows, Multimedia Learning Object Authoring Tool, and Udutu. h. Tentative decision: I am going to try and use Udutu.
j. Reflection Questions
a. How do you feel about your EdWeb Analysis and Design? Does it feel accurate and complete? Is there anything you feel is missing? I am sure that I will discover more activities to add and possibly replace some of these activities as I discover the technology. I think this document and this outline will be helpful in making sure that I have a starting point for development and clear objectives. b. What was the most challenging or difficult part of writing this document? The most difficult part for me is the specific wording of the objectives. c. What questions or concerns do you have? I have 2 large concerns. One is that I still worry about appealing to both upper elementary students and also adults. The more I consider this, I think I may change the EdWeb to be specific to the children and do another for the parents. My second large concern is my ability to create all the games/simulations I would like to have in the EdWeb. d. How are you feeling about developing your EdWeb, based on this document? This document has helped guide the thought process. Because I am a do-er I am ready to start developing right away, often times skipping these important EdWeb Analysis and Design Page 36 of 81 INTE 5660, Spring 2011
planning stages.
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 typography, images, and color scheme. You will also describe your formative evaluation plans for the Design and Functional Prototypes.
VI.
Evaluation Criteria
Points
30 30 60 40 60 80 -1 point each 300 40 80 40 15 25 -1 point each 200
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
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. 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 EdWeb Analysis and Design Page 38 of 81 INTE 5660, Spring 2011
Please keep the table of contents, introduction, instructions and evaluation criteria in this document when you submit it.
VII.
Design Prototype
A. Typography
Your typography needs to be easy to read and generally sans serif fonts are easier to read online than serif fonts. That is particularly true for body text. See Horton>chapter 10>Legibility (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. Typography example
Heading 1 (Arial 26)

Heading 2 (Arial 20)
Body text (Arial 12)
Heading 1 (Lucinda Sans 32)

Heading 2 (Lucinda Sans 24 bold)
Body Text (Lucinda Sans 18)
A. Color Scheme
This section needs to include three sub-sections: 1. Justification of your color scheme 2. Identify which color scheme tool you used, e.g., Kuler, Color Schemer etc. 3. Provide a table, like the example below, to specify your color scheme, the RGB values, the Hex numbers, and the purpose of each color. Be sure to include the actual color in the first column 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 (refreshing the screen) 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.
B. Color Scheme for Letterboxing EdWeb I plan to use the color palette below. I developed the color scheme using Kuler (Prep School). I chose this theme because the colors are bright and exciting without being distracting or too immature, yet kid friendly.
Color
RGB
5-31-87 255-245-137 29-170-18 1282-46 254-218-255 217-0-61
HEX#
051F57 FFF589 OC522E1DAA12 FEDAFF D9003D
Main Purpose
Background Heading 1 Heading 2 Body Text Highlight
C. Justification and description of the layout of your Absorb, Do, and
Connect activities
The goal of this section is for you to describe and justify the interface design of your Absorb, Do, and Connect activities. This is important for two reasons: 1. You will develop these three layouts in your actual Design Prototype and ask your Formative Evaluation participants for feedback on these three layouts. 2. 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. I didnt want to change the layouts too drastically because my students are young and I dont want to confuse them. The Absorb activities will EdWeb Analysis and Design top of the page. The Do activities have the AO at the have the AO at the bottom and the Connect activities have the AO on the left side. Page 41 of 81 INTE 5660, Spring 2011
Justify your layout design, i.e., what are you trying to tell your students through these layouts?
Again, I want to keep it clean and simple, therefore I chose to not include traditional navigation menus. The students will advance through the course using forward arrows. To go back, they will be able to click on the awarded tools in the backpack to go back to these areas. They will be taken backward in the course automatically upon failing a task.
D. Advance Organizer (AO)

For this section, briefly describe how you are handling your AO in your Design Prototype, i.e., describe the base state, and how that image will change at each transition in the EdWeb. Example: See the EdWeb entitled Catch the Buzz, developed by a previous student (Course Home>EdWebs). Another good example is ActivParty. The students will track their progress by using the backpack. The backpack and the tools they have earned will be displayed on every screen, as well as the tools that remain. The icons will have links to go back to that area for review.
E. Formative Evaluation Plan

Your formative evaluation plan includes three components: 1. A brief description of your formative evaluation process 2. A brief description of the learners who will participate in your formative evaluation 3. The questions you are going to ask your formative evaluation participants.
1. Formative Evaluation Process: The brief description of your formative evaluation process outlines how you will conduct your formative evaluation. For example, will EdWeb Analysis and Design Page 42 of 81 INTE 5660, Spring 2011
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. Important: 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:
This is an evaluation of the appearance and layout of the Letterboxing course for kids. The goals of the finished course are: 1. To introduce letterboxing to children and their families. 2. To teach the terminology used in the letterboxing and orienteering worlds. 3. To provide education for the students to be able to find letterboxes in their local area. Please help me improve the way this eLearning course will look. Ask your child how they like the course and use their responses to answer the questions in this evaluation focusing on interface issues such as color scheme, layout, and fonts. Keep in mind this is in no way the entire course and your feedback is valued. In the future, I will ask you for input on some of the content of the course.
2. Formative Evaluation Participants: You need a minimum of 3 formative evaluation participants and a maximum of 6. 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

Four elementary students and their parents have agreed to participate in the formative evaluation of my design prototype. These students are 2 girls (second and fourth grade) and 2 boys (second and fourth grade). I have asked their parents to help them understand that this is not the entire website and to help them understand the questions. These students are in the target age for the course. The parents understand that they are there to help the students and to enter their childs opinion on each question.
3. 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.
Formative evaluation questions

I have two different Design Prototypes. Design Prototype #1 includes the bright green comments about how the course will work when finished. The second Design Prototype does not include the comments. Please use the comments to understand the questions, but base your responses on the prototype #2. (Questions will be in a Google Form for input) 1. On a scale of 1-5 (five being best), how did you feel about the overall layout? a. What did you like? b. What did you dislike? c. What suggestions for imporovement of the overall layout do you have for me?I suggest the following improvements: 2. The goal of the home page of this Design Prototype is to excite EdWeb Analysis and Design Page 44 of 81 INTE 5660, Spring 2011
students about these lessons. How would you rate the home page in terms of exciting students about this topic (5= most excited; 1=boring)? a. Please rate the home page as far as how excited you were to begin the course (5= most excited) ____________________ 1. b. The home page will not excite students. My suggestions for making it more exciting are ________________________ 2. c. Neutral but I suggest the following improvements________ 3. d. The home page will excite students but I suggest the following ideas to make it more exciting _____________________ 4. e. The home page will definitely excite students about this topic. The best part of the home page is _____________________ 3. As it stands now, the students will navigate the course using the next arrow buttons. The only way that they can go back in the course is to click the icons in the backpack area. This was done so as not to confuse the students and to give little option for proceeding in the course. Do you agree with this theory? (5 = yes 1= definitely not) a. The navigation seems simple and easy to use because: 1. b. The navigation will not work because: 2. c. I suggest you make the following changes: 4. I would like your feedback on the fonts I used for the headings. Please provide suggestions for making the heading fonts easier to read. 1. The heading fonts are very difficult to read. I suggest you make the following revisions____________________ 2 The heading fonts are difficult to read. I suggest you make the following revisions ________________________ 3. Neutral but I suggest the following improvements to make the heading fonts easier to read ____________________ 1. 4. The heading fonts are easy to read. They would be easier to read if you __________________________ EdWeb Analysis and Design Page 45 of 81 INTE 5660, Spring 2011
2. 5. The heading fonts are very easy to read. Do not change them. 5. How would you rate the fonts I am using for the body text? Please provide suggestions for making the body text font easier to read. a. The body text fonts are very difficult to read. I suggest you make the following revisions____________________ b. The body text fonts are difficult to read. I suggest you make the following revisions ________________________ c. Neutral but I suggest the following improvements to make the body text fonts easier to read____________________ d. The body text fonts are easy to read. They would be easier to read if you __________________________ 1. e. The body text fonts are very easy to read. Do not change them.
6. The image of the backpack and tools to fill it on the Design Prototype is an image I am going to use to show the big picture of this lesson. It is called an Advance Organizer (AO). I will also use this AO as a transition between sections in the lessons. On a scale of 1 to 5, please tell me what you think of this AO. a. I dislike it a lot because ____________________ b. I dislike it because ________________________ c. Neutral but suggest the following improvements_____ d. I like it because __________________________ e. I like it a lot because _____________________ 7. I am planning to place the AO in different areas of the lessons based on the activity. The AO on the side of the page is for pages where I will present be giving students an opportunity to connect with others in the letterboxing community. The AO at the top is for pages where I am presenting material for the students to absorb read and at the bottom for activities they will participate in. Please tell me what you think about using different layouts for different types of pages. a. I dislike it a lot because ____________________ EdWeb Analysis and Design Page 46 of 81 INTE 5660, Spring 2011
b. I dislike it because ________________________ c. Neutral but suggest the following changes_____ d, I like it because __________________________ e. I like it a lot because _____________________ 8. Do you think that the backpack and tools need a specific name or did you understand the goal without naming them and explaining more about how they work? a. Yes, they need a name. I suggest calling them: b. No, I understood how it worked without more explanation or a name. c. I dont think they need a name, but they need more explanation. d. I dont think they need more explanation, but they do need a name. 9. I am going to have a handout for the students to use during the instruction. They can then take it with them after they complete the instruction. I provided you with a mock-up of the job aid to show you how it will look. What do you think about the design of the handout? a. I dislike it a lot because ____________________ b. I dislike it because ________________________ c. Neutral but suggest the following changes_____ d. I like it because __________________________ e. I like it a lot because _____________________
F. 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 47 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)
I. Ed Web A&D Update #1

Design Prototype Formative Evaluation Data Please use the following table to report the results of the Formative Evaluation of your Design Prototype and the revisions you plan to make based on this data. While we think it is a good idea to use Likert scale questions for formative evaluations, you do not have to use that question style. If you used a different question style, please create a table similar to the one shown below for reporting your data.
Question 1 On a scale of 1-5 (five being best), how did you feel about the overall layout? Reviewer 1 5 Reviewer 2 5 Not too jumbled. Able to determine the next steps easily. Reviewer 3 3 This was hard for my 6 year old to understand Reviewer 4 5 It looked good I am not sure what letterboxing is
He thought it looked great! I would have the directions listed with a numeral instead of saying "first." But large and exciting instead of just a list.
The instructions were mostly clear, so he wanted to click where you told him to click. he had no problems navigating to the different areas. Mean [average] score of all your reviewers on this question: 4.5
Revisions you will make to your EdWeb based on this data. I will consider adding numbers to the tasks or making them more clear what comes next. I think the opening video will address #4s comment about not understanding what letterboxing is. Question 2 Reviewer 1 Reviewer 2 Reviewer 3 Reviewer 4 4 5 3 The goal of 5 the home He wanted Pictures are My son was You need to page of this very have things to do it for a little Design dated excited! He flying in. real and Prototype is was very Just was to excite disappointe watching a disappoint students d he video and ed he about these couldn't reading is lessons. How couldn't. actually use too boring would you the website. Maybe
rate the home page in terms of exciting students about this topic (5= most excited; 1=boring)? Mean [average] 4.25
HA! Once the videos get in there and what not, it will be a bit more exciting.
different colors too.
Revisions you will make to your EdWeb based on this data. I will try to make the page more exciting with animation of the icons.
Question 3 Reviewer 1 Reviewer 2 Reviewer 3 2 As it stands 2 4 now, the I'm an The arrows My son likes students will indecisive are very to go back navigate the person and clear. May be when he course using like to check a bit plays PBS the next what I just confusing for and kids arrow read, so the back and things buttons. The maybe kids buttons. like that. At only way that might be too. age 6 he they can go already back in the knows course is to those basic click the icons navigation in the tools. backpack Give them area. This the option was done so to go back. as not to confuse the students and to give little option for proceeding in the course. Do you agree with this theory? (5 = yes 1= definitely not) Mean [average] score of all your reviewers on this question: 2.75
Reviewer 4 3 I would like a back button You will need to explain the backpack idea if you use it and they may not remember
Revisions you will make to your EdWeb based on this data. I have added a back button and a drop down navigation tool. I am considering how to explain that the icons in the backpack area can be used for navigation too. Question 4 Reviewer 1 Reviewer 2 Reviewer 3 Reviewer 4
5 5 I would like 5 your easy to read This looked feedback on good and the fonts I he could used for the read headings. everything Please on the provide page. suggestions for making the heading fonts easier to read. Mean [average] score of all your reviewers on this question: 5 Revisions you will make to your EdWeb based on this data. None
5 They are easy to read
Question 5 Reviewer 1 Reviewer 2 Reviewer 3 5 5 How would 5 you rate the easy to read fonts I am using for the body text? Please provide suggestions for making the body text font easier to read. Mean [average] score of all your reviewers on this question: 5 Revisions you will make to your EdWeb based on this data. none
Reviewer 4 5 I like that they are different colors
Question 6 The image of the backpack and tools to fill it on the Design Prototype is an image I am going to use to show the big picture of this lesson. It is called an Advance Organizer (AO). I will also use this
Reviewer 1 5 cool pictures
Reviewer 2 4
Reviewer 3 5 He liked the backpack and assessories!
Reviewer 4 5 It is fine
AO as a transition between sections in the lessons. On a scale of 1 to 5, please tell me what you think of this AO. Mean [average] score of all your reviewers on this question: 4.75 Revisions you will make to your EdWeb based on this data. none
Question 7 I am planning to place the AO in different areas of the lessons based on the activity. The AO on the side of the page is for pages where I will present be giving students an opportunity to connect with others in the letterboxing community. The AO at the top is for pages where I am presenting material for the students to absorb read and at the bottom for activities they will participate in. Please tell me what you think about using different
Reviewer 1 1 I like things to flow and have smooth transitions. It bothered me that it didn't flow exactly the same. Alex didn't have trouble with it though, but Jack would because he's younger. keep the same orientation since it's a kid site
Reviewer 2 5
Reviewer 3 2 Im not sure I like this. I honestly don't think the kids would care, but I feel like consistancy is best. I would suggest minimizing it, though, if you need more room
Reviewer 4 3 It does not really matter where it is It does not matter what I do on the slide if the directions are clear
layouts for different types of pages. Mean [average] score of all your reviewers on this question: 2.75
Revisions you will make to your EdWeb based on this data. I am going to leave the AO in the same place throughout the course. Question 8 Reviewer 1 Reviewer 2 Reviewer 3 4 4 I am going to 5 have a Too much clear to handout for text for a 6 read the students year old. My to use during son is an the early reader instruction. and can They can read at then take it almost a with them 4th grade after they level. While complete the he could instruction. I read it, he provided you got bored with a mockand asked up of the job to do aid to show something you how it will else. look. What do you think about the design of the handout? Mean [average] score of all your reviewers on this question: 4.5 Reviewer 4 5 It looks like the ones at school so it is fine Seems easy to read
Revisions you will make to your EdWeb based on this data. I am going to rewrite the definitions to make them shorter. Question 9 Do you think that the backpack and tools need a specific name or did you understand the goal without naming them and explaining Reviewer 1 No. He loved the tools Reviewer 2 Yes. Naming them could be fun! Reviewer 3 I dont think they need a name, but they need more explanation. Reviewer 4 No, I understood how it worked without more explanation or a name. I understood everything Just a note: I
more about how they work?
still do not have a clear idea of what letterboxing actually is and why I would be interested in it.
Mean [average] score of all your reviewers on this question: No Revisions you will make to your EdWeb based on this data. I am not going to name the AO something special, just simply call it the backpack of tools.
Advance organizer The purpose of this section is to 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 will need 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. AO Location Original state AO: Image, chart or visual (Optimized)
After objective 1
After objective 2
End of the EdWeb
Job Aid terminology Are your learners familiar with the term job aid? Will they know what you mean when you ask them to use a job aid to complete a task or answer a question? If no, then change the name to something your learners will understand. Identify the word(s) you will use to refer to your job aid in your EdWeb. The job aid will be referred to as the Handout. It is a one page document.
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 Link to handout (job aid) download.
Thumbnail of the icon
Links: For external links, are you planning to provide the URL or are you planning to link to the external site from a few words in the text? Describe how will you display links to external sites Links will be underlined and change color once they have been followed. Example: Click here to open the Atlas Quest website in another window.
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. Describe any other common elements
11.

Evaluation Criteria
Be sure to add the four sections described above to the end of your EdWeb A&D document. Section 1 (Data from the Formative Evaluation of your Design Prototype) is worth 100 points. Page 56 of 81
EdWeb Analysis and Design INTE 5660, Spring 2011
Section 2 (Advance Organizer), is worth 50 points. Section 3 (Job Aid Terminology) is worth 25 points. Section 4 (Style Guide Issues) is worth 25 points. Total: 100 + 50 + 25 + 25 = 200 points. As usual, we will deduct one point for each typo, grammatical error, instance of passive voice, or awkward sentence structure. The name of the file you submit should follow this format: Firstname Initial of last name_EdWebAD_Update1_Date you submit this assignment. For example: TonyW_EdWebAD1_March20_2012 If your EdWeb A&D Update #1 does not earn the full 200 points, we will return it to you with comments and suggestions for improvement. You can then revise and resubmit the document if you want to pick up the remaining points. Important: If you resubmit a document, be sure to retain all of our comments and suggestions. Use Track Changes or Comments for all your revisions. This insures we can see the evolution of the document and that we are consistent in our feedback and suggestions.
Functional Prototype
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. 1.0 Objective List your formal instructional objective in the shaded box below, i.e., copy your refined objective in the box below. Using the Letterboxing job aid, students will correctly identify the letter boxing terms and 2 different simulations. Successful completion of this task will award students with a stamp for their virtual backpack. The student will then review the steps and process of letterboxing using the job aid and video. After review the student will participate in an activity to put the steps in order to be awarded an ink pad for their virtual backpack. 1.1 Interesting Introduction: This is important because it should motivate your students. See Horton p. 296. This is essentially your objective restated to be interesting and motivating to your learners. Use the shaded table below. The first step is for you to learn the lingo you will see in the letterboxing world.
1.2 Mastery test questions to measure the degree to which learners achieved this objective. EdWeb Analysis and Design Page 58 of 81 INTE 5660, Spring 2011
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 selfcheck 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 the Root Word job aid, students will correctly identify the roots in 10 out of the following 12 words: (1) . . .(2) . . . . . . . (12). Example mastery test question: Using your Root Word job aid, identify the roots in each of the following 12 words: (1) . . (2) . . (12). For full credit, you must correctly identify the root in 10 of the 12 words. Mastery of each objective will award students with a letterboxing tool item for their backpack of tools. Once the student has mastered all of the objectives their backpack will have all of the tools needed for letterboxing. After completing the 2 activities for the terms (drag and drop and crossword puzzle) the student will be awarded their own stamp for the backpack of tools. Students will earn the ink pad for their backpack of tools by putting the process steps in order. 1.3 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
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? Students will view a video where introducing letterboxing terms, supplies and the simple steps for a fun letterbox adventure. There will also be a short review of the job aid. This will likely be done as an audio file
Dual coding and picture superiority effect. What images do you have or will you create to dual code each of your Learning Activities? The video was found on You Tube and will be edited to show students short portions throughout the course. There will be an image of the job aid and audio to explain how to use the tool. Page 59 of 81
Do activities
Connect activities
that will accompany a picture of the job aid. As areas of the job aid are mentioned, they will be highlighted on the image of the job aid. Students will be given the definition and asked to drag it to the term. After reviewing the video and the handout, students will be given a list of the steps to put in order of completion for a successful adventure. Students will review the Letterbox job aid that includes these definitions before starting the course and at any time thereafter. After a review of the steps and before activities.
Students will be given a web address to the website for Kacey Browns books. This site will have a message board area and the students will be encouraged to post on this board when they successfully complete the course to connect with other graduates. 1.4
The job aid will list this address and the course will have on screen instructions for posting on this message board to share the good news of their course completion.
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? The letterbox job aid will give images of terms/tools and their definitions/use. It will also have the web addresses for the best letterboxing websites. I plan to create the Letterbox job aid in PowerPoint and save it as a PDF for students to download via link.
1.5
Our CIVs Page 60 of 81
Describe specifically how you will apply our CIVs to this objective. You may not be able to apply all five of them to this objective but use the shaded table below to describe your ideas or possible strategies for how to apply at least some of our CIVs to this objective. Be sure to review what you wrote in your EdWeb A&D document about applying our CIVs. Objective Using the Letterboxing job aid, students will correctly identify the letter boxing terms and 2 different simulations. Successful completion of this task will award students with a stamp for their virtual backpack. The student will then review the steps and process of letterboxing using the job aid and video. After review the student will participate in an activity to put the steps in order to be awarded an ink pad for their virtual backpack. 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 activity asking the students to use the job aid to identify the next step in the getting started process will give the student practice using the job aid. The message board found on the website for the chapter books will be a great place for students to connect after completing the course. The Do activities are active because the student has to choose what goes next in order for a successfully hunt, also which term to click for each image. The letterbox job aid is supportive and the video is also supportive because students can review it multiple times or rewind to a point that they are confused. Students will also have fun in the course and be given timely feedback of their new skills in the assessments.
CIV
Learner Centered Contextual Social Active Supportive
1.6
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?
Your theory of learning Learners must engage in the process to change their knowledge level. (Cognitivism/Pragmatism)
How will you apply your theory of learning to this objective. Students will have to successfully complete the 2 do activities to earn their backpack and proceed in the course. The course will be set up with a paging navigation to force the students engagement and participation before moving forward.
1.7 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. How this model overlaps, complements, or competes 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
1.8 Notes or comments Use the box below to describe anything not covered in the sections above. EdWeb Analysis and Design Page 62 of 81 INTE 5660, Spring 2011
I have not been able to figure out how to animate the icons in the backpack or to award them as I have planned. As of now, they are on the sidebar and the image changes after the page with the activity, but there is no link to the student actually completing the activity and the award. I am pretty sure that it isnt possible, but there will be a scoring component once the course is launched into the SoftChalk Connect website that will track the points earned. I hope that when this is set up that I will be able to somehow link the two, but it doesnt look like I will be able to according to the user guide.
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 brown-bag lunch to answer and discuss your Formative Evaluation questions?
I plan to invite 4 children from our neighborhood over to my house where I am going to show them the website and be able to explain to them a little more about what I am doing to get their feedback. I will do this with them each one at a time. I will make notes of their comments and answers to the questions in an informal manner.
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. I will also ask Kacey Brown to review the site because she is familiar with what and why I am creating the course. She is a subject matter expert and also has two boys that have reviewed the Formative Evaluation #1. They are very busy and I am not sure when I will be able to get their feedback though.
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. 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. See attached questionnaire I will use with the students reviewing the site.
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 am using a sparse navigation with Next and Previous buttons (pg. 533). I am doing this to keep it simple for my novice online learners. I have also added a constantly displayed menu (pg. 538). Both of these choices align with Hortons suggestion for children, keep individual menu displays short and simple. As I continue to add pages, I am ending up with a bit of a dump truck menu, but it is not possible in SoftChalk to change this.
6. EdWeb Reflections: Please reflect on your EdWeb by answering the following three questions. 1. How are you feeling about your EdWeb? I hate it. Honestly, I dont like anything about it. 3. What is the most important thing you have learned about designing and developing elearning instruction? EdWeb Analysis and Design Page 64 of 81 INTE 5660, Spring 2011
It is hard for me to work on the plan without jumping into the design. I see the value of the plan, but I think I needed to practice the activities sooner before continuing to develop the plan. I need to know more about what is possible in the tool I will be using before planning to keep from getting frustrated.
3. If you could travel back in time to the beginning of this semester, i.e., August 22, 2011, what would you do differently in terms of your EdWeb? Next time, I will make sure I have a clear understanding of what I can realistically do before setting my goals and activities.
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 Have you no yes ever done a class like this online to learn something new? Mean [average] for Likert scale questions: No Reviewer 3 No Reviewer 4 No Reviewer 5 no Reviewer 6
Revisions you will make to your EdWeb based on this data.
Question 2a On this, the first page, You watched a video and read a short introduction. Tell me about this page:
Reviewer 1 3
Reviewer 2 4
Reviewer 3 3
Reviewer 4 5
Reviewer 5 4
Reviewer 6
Answer these questions on a scale of 15, when five is that you love it and 1 is you hate it. Mean [average] for Likert scale questions: 3.8 Revisions you will make to your EdWeb based on this data.
Question 2b Can you read the words easily?
Reviewer 1 5
Reviewer 2 5
Reviewer 3 5
Reviewer 4 5
Reviewer 5 5
Reviewer 6
Mean [average] for Likert scale questions: 5 Revisions you will make to your EdWeb based on this data.
Question 2c Reviewer 1 Reviewer 2 Do you think 3 5 the video is too long? (1=way too long 5= just right) Mean [average] for Likert scale questions: 3.6
Reviewer 3 4
Reviewer 4 5
Reviewer 5 1
Reviewer 6
Question 2d Do you see where to click to move on in the website? (1=no, not at all; 5=sure, it was easy to understand)
Reviewer 1 3
Reviewer 2 1
Reviewer 3 5
Reviewer 4 5
Reviewer 5 2
Reviewer 6
Mean [average] for Likert scale questions: 3.2 Revisions you will make to your EdWeb based on this data. I cannot adjust the size of these. I may reference them more in the text/audio. Question 2f What do you think would be better for this page? Reviewer 1 Make the Next button bigger. Reviewer 2 Reviewer 3 Reviewer 4 Reviewer 5 Reviewer 6
Mean [average] for Likert scale questions: Revisions you will make to your EdWeb based on this data.
Question 3a Would you know how to print the handout, can you show me how? Mean [average]
Reviewer 1 No, after looking he found it.
Reviewer 2 No. Found later.
Reviewer 3 No
Reviewer 4 Yes
Reviewer 5 Yes
Reviewer 6
for Likert scale questions: No
Revisions you will make to your EdWeb based on this data. I will adjust the handout to be more legible in the preview window and add an arrow to the print button if possible. Question 3b Do you understand the words on the handout? (1= none of them, 5=easy peasy) Mean [average] Reviewer 1 4, text to small Reviewer 2 4 text too small Reviewer 3 5 Reviewer 4 5 Reviewer 5 5 Reviewer 6
for Likert scale questions: 4.6
Question 3c Do the pictures help you understand or remember the terms? (1=
Reviewer 1 5
Reviewer 2 5
Reviewer 3 5
Reviewer 4 5
Reviewer 5 5
Reviewer 6
not at all; 5=very helpful)
Question 3d What do you think would be better for this page?
Reviewer 1 Make handout bigger. Tell how to print.
Reviewer 2
Reviewer 3
Reviewer 4
Reviewer 5
Reviewer 6
Question 4a Now we are moving onto the activities for this part of the online course. On the next page you are asked to use the handout to drag and drop the terms to their word. Did you understand the instructions? (1= not at all; 5= easy peasy)
Reviewer 1 5
Reviewer 2 3
Reviewer 3 4
Reviewer 4 5
Reviewer 5 4
Reviewer 6
Mean [average] for Likert scale questions: 4.2 Revisions you will make to your EdWeb based on this data.
Question 4b Reviewer 1 Reviewer 2 Were you 5 5 able to match up the words with their definitions? (1= not at all; 5= easy peasy) Mean [average] for Likert scale questions: 5
Reviewer 3 5
Reviewer 4 5
Reviewer 5 5
Reviewer 6
Question 4c Reviewer 1 Reviewer 2 Rate this 3 5 activity for me based on the following choices: 1= totally boring or like a hard test. 2= felt like school, but not like a hard test at school 3= it was just ok 4= I thought it was fun 5= I want to do more like this. Mean [average] for Likert scale questions: 4
Reviewer 3 3
Reviewer 4 5
Reviewer 5 4
Reviewer 6
Question 5a
Reviewer 1
Reviewer 2
Reviewer 3
Reviewer 4
Reviewer 5
Reviewer 6
The next 2 5 activity is a crossword puzzle. Did you understand the instructions? (1= not at all; 5= easy peasy) Mean [average] for Likert scale questions: 3.2
Revisions you will make to your EdWeb based on this data. I sat with the students while they looked at the site. For 3 of them, the crossword didnt work right even with me sitting there giving instructions. I may have to eliminate this activity.
Question 5a Reviewer 1 Reviewer 2 Was it fun to 3 4 complete the puzzle? 1= totally boring or like a hard test. 2= felt like school, but not like a hard test at school 3= it was just ok 4= I thought it was fun 5= I want to do more like this. Mean [average] for Likert scale questions: 3.4
Reviewer 3 4
Reviewer 4 3
Reviewer 5 3
Reviewer 6
Question 6
Reviewer 1
Reviewer 2
Reviewer 3
Reviewer 4
Reviewer 5
Reviewer 6
Did you feel 2 5 good about earning the first tool? 1=could care less 2= I guess I liked it. 3= I was proud of myself 4= I was excited to earn one and want to earn more tools 5= super excited!! This is so fun! Mean [average] for Likert scale questions: 4
Question 7 Would you want to keep earning tools in this way? (1= no, this is boring; 5= yes, it would be cool)
Reviewer 1 4
Reviewer 2 5
Reviewer 3 5
Reviewer 4 5
Reviewer 5 5
Reviewer 6
Question 8 Reviewer 1 Reviewer 2 One page 5 5 5 there was a slideshow with pictures. Did you like the pictures? (1=no; 5= they were great) Mean [average] for Likert scale questions: 4.6
Reviewer 3 4
Reviewer 4 4
Reviewer 5 5
Reviewer 6
Question 9 Reviewer 1 Reviewer 2 Did you see 5 5 how to move to the next slide and how to hear the talking? (1=it was hard to understand; 5= no problem) Mean [average] for Likert scale questions:5
Reviewer 3 5
Reviewer 4 5
Reviewer 5 5
Reviewer 6
Question 10 Reviewer 1 Reviewer 2 Did the 5 5 slideshow help you understand how it would work to go letterboxing? (1=no, I dont know how to get started; 5= I could go do it now) Mean [average] for Likert scale questions: 5
Reviewer 3 5
Reviewer 4 5
Reviewer 5 5
Reviewer 6
Question 11 Were you able to put the tasks in order using the handout on the first try? (1=no 5=yes)
Reviewer 1 5
Reviewer 2 5
Reviewer 3 4
Reviewer 4 5
Reviewer 5 5
Reviewer 6
Question 12
Reviewer 1
Reviewer 2
Reviewer 3
Reviewer 4
Reviewer 5
Reviewer 6
Did you feel 4 4 good about earning the second tool? 1=could care less 2= I guess I liked it. 3= I was proud of myself 4= I was excited to earn one and want to earn more tools 5= super excited!! This is so fun! Mean [average] for Likert scale questions: 4.6
Question 13 Do you have any ideas that would make this more fun?
Reviewer 1
Reviewer 2
Reviewer 3
Reviewer 4
Reviewer 5
Reviewer 6
Question 14 Do you have ideas to make it easier to understand?
Reviewer 1
Reviewer 2
Reviewer 3
Reviewer 4
Reviewer 5
Reviewer 6
Question 15a Would you want to learn more about these things: The supplies that are needed to go letterboxing (1=dont care to learn that; 5= yes, I need to know that to be able to go letterboxing)
Reviewer 1 1
Reviewer 2 4
Reviewer 3 4
Reviewer 4 4
Reviewer 5 3
Reviewer 6
Question 15b Letterboxing rules (1=no; 5= yes, please hurry and finish so I can do more)
Reviewer 1 3
Reviewer 2 3
Reviewer 3 4
Reviewer 4 4
Reviewer 5 4
Reviewer 6
Question 16c Reading a map and compass (1=no; yes, Id like that)
Reviewer 1 5
Reviewer 2 5
Reviewer 3 4
Reviewer 4 4
Reviewer 5 3
Reviewer 6
Question Reviewer 1 Reviewer 2 16d The websites 5 5 that list where the letterboxes are and more information about letterboxing (1= no; 5= yes) Mean [average] for Likert scale questions: 4.8
Reviewer 3 4
Reviewer 4 5
Reviewer 5 5
Reviewer 6
Revisions you will make to your EdWeb based on this data. They were all much more interested in this when I told them there may be a letterbox in our neighborhood!
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? No, my statistic report shows 5.7 and I need it to be closer to 3-5.
What did you learn from conducting this readability assessment? I learned that the kids who reviewed my site must be on a high reading level. One of the children was in 1st grade and had no problem. The others were 3-5 (mostly 2-3 graders) and had no trouble. What revisions, if any, do you plan to make to your EdWeb? I will try to make it simpler.
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
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 Page 77 of 81
Navigational
Representative
text more concrete. Simulations and animations are often Representative images. Organizational Organizational visuals provide structure, sequence or hierarchy information. Interpretive visuals are typically used to clarify ambiguous or difficult content. Transformational visuals often are visual mnemonics or analogies. Transformational images help learners understand an abstract concept.
Interpretive
Transformational
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?
What changes, if any, do plan to make to your images?
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?
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
Describe how you might assess the ADA compliance of your EdWeb
8. Reflections on ADA. Does the organization for which you are developing your EdWeb require ADA compliance? 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? EdWeb Analysis and Design Page 79 of 81 INTE 5660, Spring 2011
9. Peer Review What did you learn from the Peer Review another student conducted on your site?
What revisions did you make (or do you plan to make) to your EdWeb based on the Peer Review?
10. Future plans for your EdWeb After INTE 5670, what are your plans for your EdWeb? What content might you still need to add?
What instructional strategies, such as simulations, animations, or podcasts do you need to add?
When do you plan to implement your EdWeb with real students?
1. 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

MelanieM EdWebAD FP Revision April23 2012

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EdWeb Analysis and Design

Proposal Instructions and Template

II. Instructions................................................................................4 III. Executive Summary....................................................................6 IV. Analysis.....................................................................................8

VI. Evaluation Criteria...................................................................38 VII. Design Prototype....................................................................39

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

EdWeb Analysis and Design Page 3 of 81 INTE 5660, Spring 2011

Write only in the tinted boxes.

EdWeb Analysis and Design Page 5 of 81 INTE 5660, Spring 2011

EdWeb Analysis and Design

EdWeb Analysis and Design Page 7 of 81 INTE 5660, Spring 2011

Write only in the tinted box.

EdWeb Analysis and Design Page 9 of 81 INTE 5660, Spring 2011

k. Other instructional context issues: NA

2. Goals and Outcomes

EdWeb Analysis and Design Page 10 of 81 INTE 5660, Spring 2011

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

EdWeb Analysis and Design Page 11 of 81 INTE 5660, Spring 2011

Kacey Brown, author 1. Melanie Melvin, promoting partner

Page 12 of 81 INTE 5660, Spring 2011

c. Learner Needs and Characteristics

EdWeb Analysis and Design Page 14 of 81 INTE 5660, Spring 2011

Learner Needs and Characteristics

Expert Interview or Request for Assistance (Example)

Approximate Date for Discussion

Notes about what you want to say

Interview or Request for Assistance

(add rows as needed)

20. Name/Title of Expert

EdWeb Analysis and Design Page 17 of 81 INTE 5660, Spring 2011

e. Scoping your EdWeb

Scoping your EdWeb

f. Instructional Goals, Objectives & Assessments

EdWeb Analysis and Design Page 20 of 81 INTE 5660, Spring 2011

EdWeb Analysis and Design Page 21 of 81 INTE 5660, Spring 2011

EdWeb Analysis and Design Page 22 of 81 INTE 5660, Spring 2011

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

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

EdWeb Analysis and Design Page 23 of 81 INTE 5660, Spring 2011

Instructional Objectives, aligned with Goals and Outcomes

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

Learn the terminology used in letterboxing and orienteering.

EdWeb Analysis and Design Page 25 of 81 INTE 5660, Spring 2011

7. Instructional Design Model and Learning Theory

Instructional Design Model and Learning Theory

EdWeb Analysis and Design Page 27 of 81 INTE 5660, Spring 2011

Learning Activities (example)

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

Numbers Percentages CIV Justification:

EdWeb Analysis and Design Page 29 of 81 INTE 5660, Spring 2011

EdWeb Analysis and Design Page 30 of 81 INTE 5660, Spring 2011

Contextual; Active; Learner Centered

EdWeb Analysis and Design Page 31 of 81 INTE 5660, Spring 2011

Contextual; Active; Social; LearnerCentered

Social; Active; LearnerCentered

EdWeb Analysis and Design Page 32 of 81 INTE 5660, Spring 2011

Active; Learner Centered; Contextual

EdWeb Analysis and Design Page 33 of 81 INTE 5660, Spring 2011

EdWeb Analysis and Design Page 34 of 81 INTE 5660, Spring 2011

i. Authoring Tools Assessment