Day 2 Am What Do We Do


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Day 2 Am What Do We Do

  1. 1. <ul><li>What do we need to do to our content to move it from the classroom to online and should we? </li></ul><ul><li>What preparation do we need and what skills should we have? </li></ul><ul><li>Quality vs. Quantity - does quality really matter? </li></ul><ul><li>Is more always better? </li></ul><ul><li>What are the best practices and how do we implement them? </li></ul>
  2. 2. <ul><li>Research on how users read on the web </li></ul><ul><ul><li>They don't . </li></ul></ul><ul><li>How authors should write their Web pages. </li></ul><ul><ul><li>Content </li></ul></ul>
  3. 7. Thinking
  4. 8. <ul><li> </li></ul>
  5. 9. <ul><li>Provides access to essentially unlimited sources of information not obtainable through other means. </li></ul><ul><li>Allows for the creation of unusually rich course materials. </li></ul><ul><li>Enhances the vital process of &quot;conversational&quot; learning. </li></ul><ul><li>Reinforces the conception of students as active agents in the process of learning, not as passive recipients of knowledge from teachers and authoritative texts. </li></ul><ul><ul><ul><ul><li>Neil L. Rudenstine. 1997. Point of View: The Internet and Education, A Close Fit. Chronicle of Higher Education 21 February, A48.  </li></ul></ul></ul></ul>
  6. 12. <ul><li>What are the objectives of your course and how can the Web help you reach them? </li></ul><ul><li>The question always to ask is: What will students gain from working with technology? </li></ul><ul><li>A. Enrichment and supplements Source materials for classroom discussions, research projects and term papers </li></ul><ul><ul><li> </li></ul></ul><ul><ul><li> </li></ul></ul><ul><li>B. Distribution of notes, slides, and graphics for study and review  Multimedia quizes and interactive exams </li></ul><ul><ul><li> </li></ul></ul><ul><li>C. E-mail and listservers Discussion boards and course help rooms and chatrooms Virtual seminars, contact with experts, work with students at other universities  </li></ul><ul><ul><li> </li></ul></ul><ul><li>D. Active-learning exercises and laboratories Publication of projects and papers </li></ul><ul><ul><li> </li></ul></ul><ul><ul><li> </li></ul></ul>
  7. 13. <ul><li>1. Level of study and research skills </li></ul><ul><li>2. Experience with the Internet and Web </li></ul><ul><li>3. How will students access materials? </li></ul><ul><li>4. What sort of classroom and laboratory facilities are available? </li></ul><ul><li>5. How much help will be needed by students? Is a &quot;help staff&quot; available? </li></ul><ul><li>6. You may need to create exercises to help students become critical, knowledgeable users </li></ul>
  8. 14. <ul><li>1. Lecture, lab, seminar or combination? </li></ul><ul><li>2. Will the students have hands-on tutorials? </li></ul><ul><li>3. Is time available to introduce new materials in class? </li></ul><ul><li>4. Effective use by students will probably hinge on you modeling how to use materials </li></ul>
  9. 15. <ul><li>1. How much time can you invest? </li></ul><ul><li>2. Will outside help be available to design and maintain site? </li></ul><ul><li>3. Is necessary software and hardware available? </li></ul><ul><li>4. How much money can be invested now and on a continuing basis? </li></ul><ul><li>5. Do you have access to a Web server or LMS (Learning management system)? </li></ul>
  10. 16. Developing Plans
  11. 17. <ul><li>Everything doesn't have to be done at once </li></ul>
  12. 18. <ul><li>1. Begin by converting some existing paper materials, then adapt new ideas  </li></ul><ul><li>2. Gain experience with the new media and consider its possibilities  </li></ul><ul><li>3. Rethink and redevelop materials as they are put on-line  </li></ul><ul><li>4. Begin thinking in terms of scripting materials (below) </li></ul>
  13. 19. <ul><li>1. Create &quot;scaffolding&quot; for entire project: subdirectories (folders), file name conventions, and so forth before first materials are put on-line </li></ul><ul><li>2. Establish a system that can be expanded hierarchically as materials grow. Easiest to establish file systems at start of project than to change later </li></ul>
  14. 20. <ul><li>1. What do students need or use most?  </li></ul><ul><li>2. Start with materials you know best or want to feature in your site  </li></ul><ul><li>3. No need to start with the &quot;flashiest&quot; topics, aim for substance  </li></ul><ul><li>4. What are low priority, optional materials? </li></ul>
  15. 22. <ul><li>1. Be realistic. Developing a little at a time is probably better than making a huge push </li></ul><ul><li>2. See development as long-term process: develop a few features, test them and see how they work, revise them, then go on to more  </li></ul><ul><li>3. Think in terms of developing or improving one section every semester or year </li></ul>
  16. 23. Authoring
  17. 24. What information will be provided? What materials are needed? Are all needed materials available? Do new materials have to be created or converted? What audience is being addressed? What should students have accomplished by the end of the session? What should students gain from visit to site? Will students visit once or often? WEB PLANNER The Big Idea: Goal, Concept, Priority How will design concept support message? Should students explore or be guided? What graphical themes and cues will be used? How will materials be partitioned by page? What staff and equipment are required? Who will be assigned to project? How will responsibilities be divided? What will be the schedule and priorities for development? Is adequate equipment available?
  18. 25. <ul><li>Prepare scripts to outline the big picture first, then fill in the details: before and after </li></ul>
  19. 26. <ul><li>1. See students and colleagues as allies, co-authors, and potential collaborators. </li></ul><ul><li>2. Let students participate in design and contribute to the course design: Students are your greatest asset </li></ul><ul><li>3. Adopt a &quot;bottom-up,&quot; rather than &quot;top-down&quot; approach: What do students value and want? </li></ul><ul><li>4. Think instead in terms of the student and what the student needs </li></ul>
  20. 27. <ul><li>1. Materials that can be used in class under &quot;fair use&quot; cannot be published on the Web outside your secure learning management system. </li></ul><ul><li>2. A good deal of copyright free material is available on the Web </li></ul><ul><li>3. Many people are willing to share their materials </li></ul><ul><li>4. Always ask before you borrow or use </li></ul>
  21. 28. Designing
  22. 29. <ul><li>1. Their are distinct differences between print media and hypertext and some assumptions based on previous experience can lead to poor hypertext design  </li></ul><ul><li>2. Hypertext is a very plastic medium that can be shaped to mirror conceptual categories and they ways we think through material  </li></ul><ul><li>3. Some properties have to be discovered by trial and error  </li></ul><ul><li>4. Our ability to shape this medium grows with practice </li></ul>
  23. 30. <ul><li>Three stages of course development: Relief, blind ambition, common sense </li></ul>
  24. 31. <ul><li>1. There should be a reason for every element and element attribute placed on a page and that reason should relate to the goals of the page  </li></ul><ul><li>2. &quot;Rules&quot; of design help, but should be employed with a grain of salt  </li></ul><ul><li>3. There is a great difference between the goals of commercial and educational design, and many &quot;hot&quot; ideas come from commerce </li></ul>
  25. 32. <ul><li>1. A entry page needs to express priorities and organization of entire site (may change over time)   </li></ul><ul><li>2. Some pages may be designed to stimulate exploration </li></ul><ul><li>3. Other pages may need to guide users directly to destinations   </li></ul><ul><li>(Blackboard Learning units)   </li></ul><ul><li>4. Think through how each page fits into the overall site plan </li></ul>
  26. 33. <ul><li>1. How easily can information be found? </li></ul><ul><li>2. How easily can students resume where they left off? </li></ul><ul><li>3. Count clicks of the mouse to different sections of the materials: More than four or five may lead to confusion </li></ul><ul><li>4. &quot;Shallow&quot; page hierarchies seem to be easier to navigate than &quot;deep&quot; hierarchies </li></ul><ul><li>4. Use focus groups and observation of students to gain feedback on design </li></ul><ul><li>5. Navigation also means that students know where to go for help, on and off-line </li></ul>
  27. 34. <ul><li>1. How do they support material? </li></ul><ul><li>2. Size and placement are both part of the message </li></ul><ul><li>3. One picture costs a thousand words: Consider file size critically   </li></ul><ul><li>4. Get the most out of graphics, avoid the ornamental </li></ul>
  28. 35. <ul><li>1. Consistent, coded typography   </li></ul><ul><li>2. Consistent, coded use of color   </li></ul><ul><li>3. Consistent, coded use of highlights   </li></ul><ul><li>4. Organization of files, again   </li></ul><ul><li>5. Consider file size carefully   </li></ul><ul><li>6. Watch performance and use statistics </li></ul>
  29. 36. Evaluating Course
  30. 37. <ul><li>1. Planning Evaluation :  Assesses project goals, objectives, strategies and timelines. </li></ul><ul><li>2. Formative Evaluation : Assesses ongoing project activities.  It consists of two types: </li></ul><ul><ul><li>Implementation Evaluation:  Assesses whether the project is being conducted as planned. </li></ul></ul><ul><ul><li>Progress Evaluation: Assesses the progress made in meeting the Course goals. </li></ul></ul><ul><li>3. Summative Evaluation : Assesses project success--the extent to which the completed course has met its goals. </li></ul>
  31. 39. Janet Ward El Centro College December 20, 2006
  32. 40. <ul><li>What are the Statistics </li></ul><ul><li>What does it mean to be 508 compliant </li></ul><ul><li>What is the standard that applies to education </li></ul><ul><li>What can I do to make my class 508 compliant </li></ul><ul><li>What can I do to test to find out if I am 508 compliant </li></ul>December 20,2006
  33. 41. <ul><li>There are 281.4 million people in the United States (2000 Census) </li></ul><ul><li>There are 54 million Americans that have some type of disability </li></ul><ul><li>74.4% of disabled individuals use the Internet at home </li></ul><ul><li>82.8% of disabled individuals use a computer at home </li></ul><ul><ul><li>Number of disabled Internet users has increased dramatically since 2000 and continues to increase </li></ul></ul>December 20,2006
  34. 42. <ul><li>For those who are not aware, Section 508 refers to a 1998 amendment to the Rehabilitation Act requiring government agencies to give “disabled employees and members of the public access to information that is comparable to the access available to others.” [Section 508 (29 U.S.C. ‘ 794d)]. </li></ul>December 20,2006
  35. 43. <ul><li>Visual </li></ul><ul><ul><li>From low vision to blindness </li></ul></ul><ul><li>Hearing </li></ul><ul><ul><li>From partial hearing loss to deafness </li></ul></ul><ul><li>Motor </li></ul><ul><ul><li>From partial to full loss of mobility or dexterity </li></ul></ul><ul><li>Cognitive </li></ul><ul><ul><li>From learning to developmental disabilities </li></ul></ul><ul><li>Other </li></ul><ul><ul><li>Other types of disabilities, such as seizure disorders </li></ul></ul>December 20,2006
  36. 44. <ul><li>22a requires that a text equivalent for every non-text element be provided (e.g., via &quot;alt&quot;, &quot;longdesc&quot;, or in element content). </li></ul><ul><li>Example 22a </li></ul>December 20,2006
  37. 45. <ul><li>22b states that equivalent alternatives for any multimedia presentation must be synchronized with the presentation. </li></ul><ul><li>Example 22b </li></ul>December 20,2006
  38. 46. <ul><li>22c reads to say that Web pages shall be designed so that all information conveyed with color is also available without color, for example from context or markup. </li></ul><ul><li>Example 22c </li></ul>December 20,2006
  39. 47. <ul><li>22d Documents or Web pages shall be organized so they are readable without requiring an associated style sheet. </li></ul><ul><li>Example 22d </li></ul>December 20,2006
  40. 48. <ul><li>Design Considerations </li></ul><ul><ul><li>Effective </li></ul></ul><ul><ul><ul><li>Easy to navigate and understand -- consistent and predictable </li></ul></ul></ul><ul><ul><li>Easy to learn </li></ul></ul><ul><ul><ul><li>Easy interaction for first-time users </li></ul></ul></ul><ul><ul><li>Easy to remember </li></ul></ul><ul><ul><ul><li>Easy interaction for repeat and frequent users </li></ul></ul></ul><ul><ul><li>Efficient </li></ul></ul><ul><ul><ul><li>Easy to accomplish goal -- reliable and timely </li></ul></ul></ul><ul><ul><li>Easy to access </li></ul></ul><ul><ul><li>Easy interaction for all users </li></ul></ul>December 20,2006
  41. 49. <ul><li>Webxact </li></ul><ul><li>Bobby </li></ul><ul><li>Lynx Viewer </li></ul><ul><li>Vischeck </li></ul><ul><li>Cynthia Says </li></ul><ul><li>A-Prompt </li></ul>December 20,2006