E-learning Website

Observation & Analysis

Website: Starfall.com


Tonny Meng-Lun Kuo
E-Learning (Spring 2014)
Professor Shelly Young
2014/3/31


























National Tsing Hua University
Graduate Institute of Learning Sciences
1 E-LEARNING WEBSITE OBSERVATION & ANALYSIS
Introduction
Starfall.com (http://www.starfall.com) is an educational website for the early
literacy development especially on phonics, reading, and mathematics for English
language learners including native speakers, English as a second language learners, and
English as a foreign language learners. The following discusses and analyzes the history,
learning objectives, target users, and framework along with learning content description
of the website, especially focused on English language reading in the perspective of E-
learning educators.
History
Founded in 2002 by Stephen Schutz, his wife Susan Polis Schutz, and their son, Jared
Schutz Polis, Starfall is a free educational website for children to learn basic English in a
fun and multi-media-based way. It was originally supported by Blue Mountain Arts, a
publishing house in Boulder, Colorado founded by Stephen Schutz. Starfall received its
name from founders due to their belief in the name which evoked wonder and delight.
Stephen Schutz had difculty reading book in his early age; therefore, he decided to help
young readers be capable of reading by establishing the website. In 2006, Starfall launched
Pumarosa, a website designed to teach English basics to adult Spanish-speaking
students. In 2009, Starfall released Starfall Kindergarten Reading and Language Arts
Curriculum to engage toddler in a actively-motivated web-based environment on skills,
strategies, and English course. In mobile age, Starfall also introduced mobile apps on
AppSore recently to increase the accessibility and mobility of learning materials since
most content on website is based on Flash, which is not available on most mobile devices.








2 E-LEARNING WEBSITE OBSERVATION & ANALYSIS
Year Progress
2002 the launch of the website
2006 the launch of Pumarosa
2009 the release Starfall Kindergarten
Reading and Language Arts
Curriculum
recent the launch of mobile apps
Table 1: the history of Starfall
Figure 1: Starfall mobile apps on AppsStore
Objectives
The research-based systematic learning objectives of Starfall can be divided into four
levels in terms of Learning ABCs, "early beginning reading", "intermediate beginning
reading", and "advanced beginning reading" to teach students how to read in English step
by step. In each levels, the website offers different objectives for learners with the
guidance of Dr. Steven Schutz.
The rst level aims to focus on letter-sound relationships by providing all the letter
of alphabets in both upper and lower case form that composes a word. After learning the
letter-sound relationship, students will be directed to the second level. The early
beginning reading session aims to master the sound-spelling ability and form the
phonemic awareness by creating words through the addition of consonants to different
word family. The third session, intermediate beginning reading, aims to read and explore
various basic mini-books that they will read in their real life including children-oriented
topics like music, magics, artists. By interacting with the characters of the books, students
can recognize simple words and sentences structures in a fun and natural way. The nal
level, advanced beginning reading, aims to develop students reading ability and
competence by providing different genres of literature, which is specically simplied-
written and vocabulary-controlled for young learners. Famous readers like plays, ction
and non-ction, folk takes, and Greek Myths are included.
To sum up, the four reading levels are in systematical and sequential order, which
based on phonics, to develop studentss reading ability in a meaningful and interactive
way.
Target Users
The target users of Starfall can be English language learners, parents, and educators.
The Starfall website also provides information and guide for parents and educators to
explain the design and content of the materials. The following illustrates the difference
target users of the website.
Especially designed for young learners, the website affords English language
learners a well-organized program to read, listen, and watch Flash-based learning
materials in various topics to build up their reading ability, uency, and comprehension.
For parents who are concerned about their childrens education, the website
provides them clear instruction and a long series of tiny steps to motivate their children
to read and explore a world of knowledge. The website is perfect for homeschooling or
bolstering the instruction child receives at school.
3 E-LEARNING WEBSITE OBSERVATION & ANALYSIS
The educators can employ the multi-media materials and companion printed
materials of the website to effectively implement proven teaching methods for
classroom use, thus creating an atmosphere of fun and enthusiasm that infuses all
aspects of learning. Teachers can also subscribe the member service to unlock
additional functions in phonics builder, reading topics, and interactive mathematic
games.
Framework
Starfall presents a clear and user-friendly framework, which can be divided into
several parts. Figure 3 illustrates the architecture of the website. Table 4 shows the
learning content description to explain further more in detail of the learning bricks.
4 E-LEARNING WEBSITE OBSERVATION & ANALYSIS
Figure 2: paid additional mathematic game

Table 2: Learning Content description
Page screenshot Learning content description









Level 1: ABCs
Students will explicitly see, hear, and manipulate
the letter name and sound of each alphabet in an
interactively animation in this section. Followed by three
words as examples, students can transfer the abstract
phonemic awareness onto the concrete objects(pictures)
to strengthen their relationship. In the end of each letter,
the interactive game helps them to review the letter as a
formative assessment.










Level 2: Learn to read
This section consists of three parts. In the rst
part,, students will play a word family game by
dragging the objects into corresponding part. They will
also hear the consonant and sound of the word. After the
game, they will read a mini-book which is composed of
simple short sentences with pictures. The words in the
book are from the previous game. The additional part,
called skills, is either tutorial short video or related
sound such as sh, ch, th, and wh.










Level 3: Its fun to read
Level 3 reading includes various topics and
embedded vocabulary skills in each reading. Topics
selected in this section comprise self-introduction,
artists, magicians, poets , tongue twisters, and bird
riddles. Take artist Vincent van Gogh for examples, it
begins with his famous painting and use simple
sentences to introduce the painting and the artist. In the
end of the story, word formation strategy reexive
pronoun was introduced.









Level 4: Im reading
In this section, reading becomes more
independent and more literature genres and topics are
introduced. The texts of the reading are highly
controlled and complexity of sentence structure is under
primary level. However, the vocabulary in this section is
authentic so that students need to read the story with
illustration for better understanding. While reading the
books, the website provides paragraph audio and
sentence-based audio. Students can choose either way to
develop their reading ability.
Page screenshot
5 E-LEARNING WEBSITE OBSERVATION & ANALYSIS
Figure 3: framework of starfall.com

Website Analysis
Unlike traditional learning environment, web-based learning provides students with
a different information architecture and interface design in comparison with conventional
classroom learning (Hamid, 2001). When designing E-learning programs/websites,
educators are in need of taking pedagogical, cognitive, social factors into consideration in
accordance with students habits for better learning outcomes. Reecting on the recent
studies, there are many available theories we can consider and employ to evaluate
existing websites. The following discusses the how these design guidelines support
learning, and proposes a workable conceptional framework (see gure 4) to illustrate the
theories in practice. The conceptional framework comprised of ve levels of web use
(Harmon & Jones, 1999), related theories and practices, and 3P model advocated by
Chatti, Jarke & Specht (2010).
Five levels of web use
Harmon & Jones (1999) proposed a ve level of web use in education to identify the
characteristics of the instructional website, helping both teachers and course designers to
consider how to integrate or utilize website into curriculum. The ve levels (excluding
level 0, no use of web) in sequence are informative, supplemental, essential, communal,
immersive, depending on the amount of relying on website. Lowther, Jones, & Plants
(2000) further indicated that after the use of the ve levels classication, educators will be
able to analyze the required technological, informational, and research skills as well as
competence that students and teachers need to meet. According to Harmon & Joness
classication, starfall.com ts level 3, essential, in which refers to students who obtain
most content information from the web. Students are not productive member of the class
without regular web access to the course.









Supplementary: Festival-
Based and other topics
This additional section is festival-based and other
topics that essential and related to students life. Most
topics present in interactive games with simple
sentences and concepts to form the awareness of
environmental protection, culture background
knowledge, and simple mathematic skills. The well-
designed interactive games engage students in a natural
and meaningful way, ended with a liking ranking.
Learning content description Page screenshot
6 E-LEARNING WEBSITE OBSERVATION & ANALYSIS
Interface design
Interface design plays a crucial part in web-based learning because learners receive
and perceive learning materials directly from the website. The layout, color, font, graphic,
objects as well as their arrangement presents the way that learners will observe.
Originated from cognitive learning theory, Gestalt theory referred to the theories of visual
perception, attempting to organize visual elements into group. It proposed law of
organization, which can be applied in instructional interface design. Principles of law of
organization in terms of proximity, similarity, closure, and simplicity identied key
elements in web-based learning. Leore (2000) adapted Gestalt theory and proposed six
principles to consider the interface design of a website. Table 3 indicates the principles
and the desperation of Starfall and related principle. It is obvious that the interface design
of Starfall.com clearly presents information of learning contents, that is, Starfall conrms
to Gestalt theory. Therefore, learners can easily identify learning objects. Besides, The
combinations of graphics and texts, i.e. the law of closure, also allows learners to
concentrate on the information, which makes learners engaged in the learning activities
7 E-LEARNING WEBSITE OBSERVATION & ANALYSIS
Figure 4: conceptional framework of this study
and their attention can be drawn while learning. All in all, starfall.com ts the Gestalt
theory, that is, the interface design of the website is appropriate for young learners.
Table 3 Principles of Gestalt theory and its implementation

Activity and interaction design
Shifting from traditional learning, activity design is originally the basic step to the
concept formation, which signicantly matters in web-based learning. There are a great
number of related theories interrelated to activity design including behaviorism, cognitive
theory, information processing theory, constructivism, and nine event of instruction
(Gagane, 2005). Due to the complexity of different theories, its perplexing to dene the
exact activity design clearly. However, if we look close into the nature of an activity, the
element of an activity can be broken down into several parts in terms of introduction,
monitoring learning process, and closure.
In the beginning of the activity, the website should present the learning objectives to
gain attention from learners. Noted and adapted from information processing theory,
activation the prior knowledge, hierarchical sequencing of content and use of analogies to
Principle Description
1. Background does not interfere with the
clarity of the information presented on
the foreground.
Yes. The screen design of Starfall presents
clearly informative. The background and
foreground are compatible in design.
2. Use simplify graphics to introduce new
information.
Yes. Once new information or topic is
introduce, illustration or animation will be
used for better understanding.
3. When designing the layout of the
computer screen, place related
information together.
Yes. Related information on Starfall placed
together to strengthen the mental image of
learners.
4. Use color, animation, ashing, or
thither means to draw attention to key
phrases in text or key areas in graphics.
Yes. Every key sound or word is
highlighted for more concentration.
Besides, the sound and picture match when
new information is presented.
5. When designing the instruction, use
visual information and textual
information that allows the learners to
concentrate on the information.
Yes. Starfall use ash, an highly interactive
way, to navigate students to the required
information or procedure. Bottoms of
starfall is instinctive, like indicating arrow.
6. When introducing new topic, avoid
jargons until the concepts have been
introduced in basic terms.
Yes. Starfall avoids jargons when
presenting new concepts.
8 E-LEARNING WEBSITE OBSERVATION & ANALYSIS
connect new existing knowledge are threes strategies which aid the acquisition of learners
(Leore, 2000). While monitoring the learning process, learning materials presenting on
the web are supposed to be various and well-organized to accelerate schema
development. Therefore, the use of motivational texts, graphics, animations, sounds,
gure, simulation helps learners to construct their meaningful and thoughtful learning.
When their high participation in the activity, external learning guidance#keeps them on
task/track, and reects their internal conceptualization of the topic. In the end of the
activity, the website should assess what learners have learned in the precious sessions and
attempt to retain and transfer the knowledge to their daily life in the way such as
reviewing, asking questions, or writing summary/reection.
In Gagnes model, the combination of behaviorism and cognitive perspective, the
nine instructional events presents clear way to examine the activity design. However, with
the development of constructivism, Gagnes model is in lack of social interaction, which
refers to learners construction of meaning in both explicit and implicit way. Accordingly,
modifying his model by joining social interaction can clearly describe how an activity
process. Table 3 shows the corresponding parts to starfall by giving clear description of
each phrase. Its obvious that Starfall does not t any phrase of this model. It could be
inferred that the same model might not be suitable for all kinds of websites but do benet
to examine a instructional website.
Table 4: Checklist for activity design
Phrase Y/N Description
1. Gain attention Y Present the topic by using animation or
picture
2. Describe the goal N Starfall is designed for young learners. They
wont understating what learning objective
is, but this part could be added by using
other strategies.
3. Stimulate recall of prior
knowledge
N The learning material only focus on the
current topic, rather than recalling the prior
knowledge.
4. Present the material to be
learned
Y Learning materials including texts, pictures,
or animation are carefully presented in
every section so that its easy for learners to
gure out the learning content.
Phrase
9 E-LEARNING WEBSITE OBSERVATION & ANALYSIS
Multimedia design
Miller & Miller (2000) stated that the structure of web reects the multi-media nature
of information such as illustration, photos, gures and text. The use of multimedia enables
the representation of the real-world authentic situations. Learners in well-produced
multimedia design can trigger profound and and accurate learning. Kop, Fournier & Mak
(2011) further indicated that the change of web from hyperlinked text pages evolved into
interlinked sites composed of media and human interaction. The importance of
multimedia design for instructional purpose cannot be overlooked. Rather, considering
the use and design for enhancing comprehension is the urgent step to step out. We can
divide multimedia design into three parts. First, the utilization of the media can improve
understanding of the learning content. Second, the style of the multimedia shows
congruence with the website. Third, the use of the multimedia is legal and stated with an
appropriate Creative Commons license.
5. Provide guidance for
learning
Y In each circle of presenting learning content,
the web use side-box, pause, or click to keep
students on track.
6. Elicit performance "practice" Y After presenting the materials, there will be
an interactive game or practice to help
learners get familiar with sounds, skills or
strategies in different forms.
7. Provide informative
feedback
Y/N The website sometimes provide informative
feedback to the learners.
8. Assess performance test Y At the end of each learning section, the
website provides a game or assessment to
monitor learning.
9. Enhance retention and
transfer
N The website didn't inform the learners
similar situation or provide additional
practice to enhance their retention or
transfer.
10. Include social interaction N The interaction in starfall only contains
direct computer and human interaction and
does not join social interaction like
communicating with other learners or
sharing scores to social networking sites.
Y/N Description Phrase
10 E-LEARNING WEBSITE OBSERVATION & ANALYSIS
The multimedia use of Starfall is research-based and carefully designed by
professionals. The use of multimedia is appropriate and improves better understanding.
The style of the multimedia also shows congruence in each section of the web. The
pictures and illustrations are suitable for children. At last, all the multimedia is produced
originally so there is not problem against Creative Commons license.
The 3P model
The 3P model in terms of personalization, participation, and knowledge-pull is a
new technology enhanced learning model in the consideration of learning as a social,
personal and dynamic process. It captures the successful factors in effective, efcient,
reected learning, and afford new vision of knowledge building in more student-centered
way. Reecting on Starfall website, personalization accounts for great amount because the
website does offer mechanism to foster individualized learning. It only provides learner
with a great amount of topics and visuals which are related to their lives. As for
participation, their participation lies in the interaction with the ash-based program.
Students highly participate in each learning activity, and the great engagement and
involvement foster their participation in a meaningful and interesting way. As Knowledge-
pull, a macro perspective of personal knowledge networking, is hard to implemented
because Starfall is designed for primary level instead of complex mental processing.
However, if we consider the whole picture of phonemic awareness formation or reading
training, the development of reading ability can be seen as a way of knowledge pull. In
conclusion, starfall.com is a close instructional website that offer students as channels of
learn basic English in a fun and meaningful way.
Discussion and Conclusion
Starfall is actually an ideal educational website for English language learners
especially for young learners. It offers a user-friendly web environment for both learners
11 E-LEARNING WEBSITE OBSERVATION & ANALYSIS
Figure 5: the multimedia design of Starfall
and educators. Its richness learning materials and multimedia resources can foster
language acquisition by natural and meaningful tasks. However, because Starfall is based
on Flash, it cannot be perfectly presented on mobile devices. In addition, according to the
above analysis, it is pity that Starfall doesnt include much social interaction, or
community participation to boost leaner-centered learning. Therefore, the following
suggestions are stated for further improvement. First, incorporating the current learning
content with collaborative interaction. Learning is complicated and under social-cultural
interaction. Given the function of peer learning, Starfall would be more ideal for
personalized development. Second, with the abundance of innovative webcam and
sensors, website designers can embed more interaction rather than mouse/keyboard-
based interaction since the phonemic training requires deliberate practice. Last, providing
more guide or workable plan/curriculum to educators or parents can generate more
possible ideas for effective use of the website. In conclusion, as learning in 21 century is
changing in ever-faster pace, educators and E-learning designers should speed up with
the trend of web-based learning to create meaningful, unthreatening, and effective
strategies to facilitate digital natives learning.




















12 E-LEARNING WEBSITE OBSERVATION & ANALYSIS
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