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Project Manager: Peggy Chung Research Expert: Piya Sorcar Design Expert: Kristine Hanson Programmer: Leith Abdulla EDUC 391 Web-Based Technologies in Teaching.

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Presentation on theme: "Project Manager: Peggy Chung Research Expert: Piya Sorcar Design Expert: Kristine Hanson Programmer: Leith Abdulla EDUC 391 Web-Based Technologies in Teaching."— Presentation transcript:

1 Project Manager: Peggy Chung Research Expert: Piya Sorcar Design Expert: Kristine Hanson Programmer: Leith Abdulla EDUC 391 Web-Based Technologies in Teaching and Learning FINAL PROJECT


3 SUMMARY:  WebTECH Designs, Inc. has developed an e-learning course for junior high students to learn about Web page design, and then to design Web pages for personal use.  Before working on the desired product, we first identified objectives defined “ABCDs” and technological requirements, and conducted background research through the use of multiple surveys to three different audiences to ensure the viability of the desired product.  After initial assessments were made, we began actual product development of analyze, design, and build.  The e-learning course has not yet reached its final stage at present due to time constraints imposed by Stanford’s quarter system.

4 OBJECTIVES:  Provide a Web page design tutorial program targeted for junior high students who want to learn how to use the Web and design their own Web pages  Indirectly provide students the opportunity to effectively manipulate the internet as a resource for finding the information they’re looking for  Break down misconceptions in society that technology is something to be feared, and demonstrate that everyone, regardless of background, can learn to access to the Web and use Web technologies for their own needs

5 A UDIENCE  The intended audience(s) that the e-learning course is designed for includes: - Primary audience: male and female junior high students (age 12-14) - Target audience: students of the lowest income level and ethnic groups who have minimal access to computers - Unintended audience: anyone who is interested in this topic can participate in the program  The basic requirements needed by users of the e-learning course are: - Basic literacy in English at the 3rd grade reading level - Basic computer literacy (ie. knowing how to operate a computer, use a mouse, etc). - Note: There are no physical limitations for learners who want to participate in this program, provided they meet the requirements stated above.

6 B EHAVIOR  From participating in the course, learners will be able to demonstrate all of the following behaviors modeled on Bloom’s Taxonomy: 1.Collect graphics for Web page by uploading and displaying images. 2.Demonstrate knowledge of HTML commands by being able to write 10-15 functional commands on their own. 3.Recognize and differentiate HTML commands from text on Web pages. 4.Construct their own Web page by integrating template HTML codes from external sources.

7 B EHAVIOR Continued 5.Manage spacing of text by breaking up a long paragraph to make it more readable by adjusting line spacing and indentations. 6.Design division block of various styles and sizes in layout by understanding and manipulating tags. 7.Identify the difference between external and internal hyperlinks on Web pages. 8.Format texts according to font, color, size, and style.

8 C ONDITIONS  To participate in the tutorial, learners are required to have access to the following: - A simple, basic computer (found in public libraries, homes, and/or school computer labs) - The most outdated browser (Netscape 4.0) - Low bandwidth internet connection (at least dial-up) - A text-editor application (ie. notepad)  Additional program specifications are: - No use of flash, dreamweaver, etc. in this program - HTML/CSS references and a hosting site provided  Settings in which the course can be implemented are: - Self-motivated learning environment - An after-school club - An official course proctored by an instructor/teacher

9 D EGREE  The standard for acceptable performance for participants will require learners to design a Web page on their own after completing the tutorial.  During the course: - Learners are required to understand content material in its entirety for every lesson. - 100% accuracy is required on tests after each lesson before learner can move onto another lesson. - Tests will be administered “open-book” where learners may use any resources they have and can find.  The program is not designed to assess the quality of the Web pages that learners produce, but to ensure that learners have the skills necessary to design a Web page.  The program caters to individual learning, so no time limit is imposed on the learner to complete the program.

10 MEDIA RATIONALE:  Main concern - to allow free access to all junior high students desiring Web design skills.  After considering cost and limitations, we decided upon an online self-directed study vs cd-rom.  As an online course, it will be open to everyone worldwide.  Will address junior high students of all socio-economic levels  To accommodate this audience, we will be careful in design of product not to use enhancements that require a large bandwidth or new browsers.  Motivating force - designing a course for an audience with limited technological access will serve a greater good by minimizing the digital divide.

11 SURVEYS (Students, Teachers, Librarians) 1 st Draft 2nd Draft

12 SURVEYS Several Edits

13 STUDENT SURVEYS  43 surveys (22 female and 21 male)  Ages 11-16 years old TEACHER SURVEYS  7 surveys from middle school teachers LIBRARIAN SURVEYS  1 survey








21 A nalyze D esign B uild E valuate R epeat OUR PROCESS A nalysis D esign D evelopment I mplementation E valuation

22 A NALYZE: Principle Based  Program Control vs. Learner Control  Pedagogical Agent & Personalization  Collaborative Learning with Asynchronous Interaction  Extraneous Principle  Intrinsic vs. Extraneous Load  Directive Instruction & Worked Examples  Directive Practice vs. Massed Practice  Transfer  Gagne’s 9 Events Program Control Intrinsic Directive Practice

23 D ESIGN  Sketches

24 B UILD 1. Power Point and Adobe Photoshop



27 R EPEAT Analysis Design Build Evaluate

28 PROTOTYPE: ASSESSMENT:  Link to web report


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