This document describes the learning objectives, outcomes, and learner analysis for an ethnic heritage website unit. The objectives focus on designing a 4-5 page website using HTML and CSS that expresses a student's cultural heritage. The outcomes emphasize organized content and design. A learner analysis identifies the students as high schoolers with varying computer skills taking a web design course for fun and skill-building. Characteristics like interests in technology and team sports are described.

1. Module 7 Assignment 3 1
Collated Unit: Ethnic Heritage Website
Instructional Design
Dr. Mlynarczyk
Argosy Sarasota
12/15/10
Daniel Downs

2. Module 7 Assignment 3 2
Learning Objectives & Outcomes for Unit
The following is a list of my performance objectives for my Ethnic Heritage Website
Lesson. The objectives are based on a series of lessons and activities created to help
students of all levels develop their web design skills to a new level. The areas of focus are
design, CSS skills, information organization and making a cultural connection with
students.
Performance Objectives for Unit
1. Students will create a 4-5 pages using HTML and CSS code using web content and
images both taken from the web and designed in Photoshop.
2. Students will create a color scheme and design to match their chosen Ethnic/Heritage
Choice.
3. Students will create a horizontal navigation bar using roll-over buttons and CSS code.
4. Students will create an informational design strategy for the content of their website.
5. Students will research and creatively organize their web content. Students will cite
their sources of images, videos, written content from the web.
The performance objectives I chose for the Ethnic Heritage Website project are based
on the instructional strategy I have chosen for this unit. The most important part of this
unit is to reiterate knowledge the students have gained in the unit before this one. The key
lessons which do this are based on students developing and practicing code. The
performance objective of creating the 4-5 pages using CSS and HTML code helps
strengthen student skills in this area through repetition and reinforcement. Other areas
which are reinforced in this lesson are the design and color theory of the pages.

3. Module 7 Assignment 3 3
The second most important part of this lesson is that students learn how to create a
new layout with the horizontal CSS roll-over buttons. This specific lesson builds on
previous knowledge but also asks student to change what they know. The roll-over
buttons also provide an opportunity to connect the Photoshop program directly to design
of the web page.
The research and web content part of this lesson which wants students to research a
specific Ethnicity/Heritage gives student’s freedom of the content but asks them to apply
this content in an organized way. This leads into lessons on citing sources and organizing
information.
Learning Outcomes
1. Students will learn to create clean and organized CSS and html code with linked pages.
Each page should represent specific content related to the Ethnic/Heritage theme. The
result will be titled, linked pages in organized folders which contain website content.
2. Students will utilized knowledge of color theory and information organization and
apply throughout their website. The result will be a color scheme harmonious in theory
relating to the Ethnicity/Heritage of the chosen country.
3. Students will apply their knowledge of their chosen Ethnicity/Heritage to create an
organization of pages expressed through the layout of CSS Roll-over buttons. The result
will be a series of 5-7 neatly designed buttons which direct visitors to specific content.
4. Using a concept map and theories of website information design students will organize
their ideas/content for their chosen Ethnicity/Heritage. This content will be applied to the
layout design of their website. The result will be an organized, smoothly functioning
website with organized information.

4. Module 7 Assignment 3 4
5. Students will create a web page on their existing Ethnic/Heritage website which will
organize their sources for their website. Students will apply knowledge of proper citation
skills and research skills. The result will be an organized bibliography page.
The performance outcomes for this unit really rely on students making connections to
learned material and also applying new material to old knowledge. It is important for
students while developing web pages to keep the information and content well organized.
This is the first major performance outcome for this unit. I have chosen this outcome
because it is very important for students as they continue to add content and design they
need to keep things organized and neat. This organization follows through to the creation
of the pages, graphics and content.
Creating content across the whole project which is connected in design, content,
organization to the Ethnic/Heritage theme is very important to the success of the student.
The performance outcome of having created an organized site structure using concept
maps and layouts should flow through the entire unit. The organization and smoothness
of the site as a whole is dependant on this.
Having students have take ownership for their responsibility to citing sources and
content appropriately is a very important element of this unit. The content being focused
in just a few single areas makes it easier to have students pay more attention to where
they acquire their sources. Creating a required page for this information then incorporates
the design aspect into the layout.
Having students combine known skills with new content like the roll over buttons
code forces students analyze past projects layout as well as finding new ways to
organizing content and information. The key part of this unit is combining the new code

5. Module 7 Assignment 3 5
with a new layout and theme. These pieces need to flow seamlessly in order to accept the
new content and design elements.
This unit is a lesson students really are eager to work on and have fun with. It seems
each student really is able to put their own spin on their choice for their project. I have
seen students approach this project in many different ways from focusing on a family trip
to making a connection with ancestors and family. In terms of design some students are
more inspired to use graphics programs with a known color scheme. Overall the lesson
has several large steps and forces students to make huge connections in terms of content,
layout and design.
Learner Analysis
Using the Mager's approach for learning analysis for my unit requires that I first create
an appendable document which can be added or subtracted from as necessary thought the
course of analysis. Everything about the learner should be noted and written down about
my target audience. In my particular instance they are computer education learners. The
next necessary step is to describe the range of the learners of which you are doing an
analysis. (Brown, A., & Green, T.,2005). The third step is to describe the range of learner
characteristics of those participating in the instruction.
The learners for my unit on the Ethnic Heritage website are students participating in a
Computer Education department Web Design I course. The students are high school
students who are in the grades 9-12 have an interest in computers, programming, art and
design, computer graphics, computer games and internet knowledge. The range of learner
characteristics ranges from students with an introductory skills and knowledge about

6. Module 7 Assignment 3 6
computers and software to those who have advanced knowledge of computer software
and programming skills. There are also students who come from the interest areas of art,
animation and information design and look to use those skills in the web design course.
According to Manger while doing a learner analysis it is important to do the
following: 1) Describe the learners as they are not how we want them to be. 2) Describe
people not institutions or policies. 3) Describe the differences among the learners as well
as the similarities.4) Remember that you are creating a working document that can be
amended during the development process. (Brown, A., & Green, T.,2005) Each of these
steps allows for the learners to be analyzed separate from influences which may distort
the development of the instruction. (Brown, A., & Green, T.,2005)
The students taking the Web Design course and participating in the Ethnic heritage
website lesson are students who have a broad range of computer skills but have not taken
a computer course which will challenge them to work through tasks in a very orderly way
but at the same time begin to organize their ideas and designs in a way which has
meaning. Many students have not taken a course which requires them to use their
computer skills in a creative way. Some students are at an introductory level with using
the computer as a tool tom design and create. Skills in the course need to be consistently
repeated to be learned. Some students need extra time to complete long range projects
due to time management issues.
Students who go to Winchester High school are generally well adjusted and achieve
high academically. There is parental pressure on many students to achieve in each course.
Most students are eager to work and have a great overall demeanor. They achieve great

7. Module 7 Assignment 3 7
satisfaction in completing creating creative projects in their elective courses. Courses
are matriculated with many high achieving students but it is really the middle core group
of students which are the identity of the school. The computer education courses are
filled with many of these middle students who associate their identity with sports,
community and friendships. The middle groups of students also compete closely between
each other and are very well aware of each others academic standing. The academic
standing can become a major part of their identity.
Data Type Learner:
Challenged
Learner:
Average
Learner:
Above average
Learner:
Gifted
Computer
Application
Skills
Creativity
Information
Design Skills
Collaborative
Skills

8. Module 7 Assignment 3 8
Chart 1.1: The chart above is a chart which could be used to help categorize learners by
skills. The skills I have included are the ones I feel are the most important to analyze
before students participate in the lesson or course.
Mager’s next recommendation for conducting a learner analysis is using the 12
questions from Mager’s performance analysis. (Brown, A., & Green, T.,2005) Mager’s
recommended analyzing and articulating the following data about the target audience.
The first question is the learner’s age. The age range of those participating in my unit is
14-18 years old and in high school student.
The second question according to Mager’s is the sex distribution of students. I would
guess the distribution of students by sex would be 65% male to 35% male. This
difference has been identified and the department has attempted to run some field trips
aimed a gaining interest for girls in technology to gain more female interest in
technology.
The question of education range and background is the next question in Mager’s
analysis. (Brown, A., & Green, T.,2005) The education range of most students is similar
for my unit in that most of the students have completed computer courses on the
elementary and middle school level. The range of the students differs upon their own out
of school learning with technology and computers and ability to recall knowledge from
previous lessons and courses.
The reason for participating in the course is question number 4 in the Mager's
approach. (Brown, A., & Green, T.,2005) The number one reason for taking Web Design

9. Module 7 Assignment 3 9
is to have fun low pressure elective course which allows for skill building but also
relieves students from the stress of the core curriculum. Other reasons for taking the
course are being able to be creative using the computer and also having a better
understanding how web pages and the World Wide Web work.
The attitudes about course attendance which is question 5 (Brown, A., & Green,
T.,2005) in Mager's approach are pretty firm in that students attend the course as part of a
regular high school schedule. Students are required to attend the course on a regular basis
in order to pass the course successfully. Students are expected to show up on time and
work hard through lessons. Students are rewarded with free time or open Photoshop
assignments when they have successfully worked through specific lessons or projects.
Some of the biases, prejudices and beliefs which is the 6th
question in Mager’s
approach(Brown, A., & Green, T.,2005) with the web design unit are based on
knowledge the student generally will find out in the lesson before the Ethnic Heritage
unit. Many students feel as though creating a web page will be difficult or don’t know
how to organize the information. Students also have the preconception that doing the
html and CSS code will be confusing and the learning is above them.
The 7th
question of Mager’s approach relates to the learners hobbies and spare time.
(Brown, A., & Green, T.,2005) The typical hobbies spare time activities of students who
are likely to be in a Web Design I course are internet games, web surfing, social
networking, chat sites and team or club sports. Students are predominantly successful
students who are on a college prep curriculum and play at least one team sport. Students

10. Module 7 Assignment 3 10
are incredibly technology savvy and they quickly learn concepts and skill related to
technology.
Question 8 related to the interests of students other than the hobbies. (Brown, A., &
Green, T.,2005) Students participating in the Ethnic Heritage unit are generally interested
in using the computer for their socializing, homework and creative expression. There is a
constant connection between the technology these students use in all of the aspects of
their life and the web course. Students in the course often participate in community
service related activities and school clubs.
The 9th
question relates to what are the need gratifiers and rewards that would work
with the students in my unit (Brown, A., & Green, T., 2005). Students in the
Ethnic/Heritage unit are often rewarded with free time and work hard to get the grade
they feel they deserve. Students are also rewarded with group work which they really
enjoy and look forward to. Often the final completed lesson is very gratifying for
students. Students love experimenting with Photoshop and other graphics programs.
The physical characteristic of students which is Mager's 10th
question to analyze
learners is very typical of high school students (Brown, A., & Green, T.,2005). Most
students are physically capable of performing the work in the course. Sometimes there
are certain students who need specific physical accommodations for seating in the course.
This is taken account for in the beginning of any of the units. There have also been
physical accommodations for students with sight issues and learning disabilities. Some of
these accommodations have been sheets of code enlarged and more simplified procedural
tasks.

11. Module 7 Assignment 3 11
The reading level of most students is very high. I would estimate the reading level to
about 1st
year of college. Most students follow course materials closely and read at a high
level. Students easily follow along code sheets and interpret the design requirements
clearly. Students do need to be very specific in their reviewing of the code sheets and
correct mistakes consistently.
Mager’s question 12 relates to the terminology or topics to be avoided during the
lesson. (Brown, A., & Green, T.,2005) For high school students it is important for them
to avoid topics like sex, drugs, unhealthy relationships or body image. In my school
environment most students adhere to avoiding these topics but there is always one student
here or there who will attempt to do something in bad taste or offensive.
The final parts of Mager’s learning analysis questions 13 and 14 relate to the
organizational membership of the participants and the pre requisite for participation in
my particular unit. (Brown, A., & Green, T.,2005) The participants in my unit are
members of the Winchester High School community and have access to a full college
prep curriculum. Students taking my unit should have taken an entry level computer
course before and has a desire to learn how to make a webpage.
Using the Mager's approach for learning analysis for my unit requires that I first create
an appendable document which can be added or subtracted from as necessary thought the
course of analysis. Everything about the learner should be noted and written down about
my target audience. In my particular instance they are computer education learners. The
next necessary step is to describe the range of the learners of which you are doing an

12. Module 7 Assignment 3 12
analysis. (Brown, A., & Green, T.,2005). The third step is to describe the range of learner
characteristics of those participating in the instruction.
The learners for my unit on the Ethnic Heritage website are students participating in a
Computer Education department Web Design I course. The students are high school
students who are in the grades 9-12 have an interest in computers, programming, art and
design, computer graphics, computer games and internet knowledge. The range of learner
characteristics ranges from students with an introductory skills and knowledge about
computers and software to those who have advanced knowledge of computer software
and programming skills. There are also students who come from the interest areas of art,
animation and information design and look to use those skills in the web design course.
According to Mager while doing a learner analysis it is important to do the following:
1) Describe the learners as they are not how we want them to be. 2) Describe people not
institutions or policies. 3) Describe the differences among the learners as well as the
similarities.4) Remember that you are creating a working document that can be amended
during the development process. (Brown, A., & Green, T.,2005) Each of these steps
allows for the learners to be analyzed separate from influences which may distort the
development of the instruction. (Brown, A., & Green, T.,2005)
The students taking the Web Design course and participating in the Ethnic heritage
website lesson are students who have a broad range of computer skills but have not taken
a computer course which will challenge them to work through tasks in a very orderly way
but at the same time begin to organize their ideas and designs in a way which has
meaning. Many students have not taken a course which requires them to use their

13. Module 7 Assignment 3 13
computer skills in a creative way. Some students are at an introductory level with using
the computer as a tool tom design and create. Skills in the course need to be consistently
repeated to be learned. Some students need extra time to complete long range projects
due to time management issues.
Students who go to Winchester High school are generally well adjusted and achieve
high academically. There is parental pressure on many students to achieve in each course.
Most students are eager to work and have a great overall demeanor. They achieve great
satisfaction in completing creative projects in their elective courses.
Courses are matriculated with many high achieving students but it is really the middle
core group of students which are the identity of the school. The computer education
courses are filled with many of these middle students who associate their identity with
sports, community and friendships. The middle groups of students also compete closely
between each other and are very well aware of each others academic standing .
Data Type Learner:Challenged Learner:Average Learner:Above
average
Learner:Gifted
Computer
Application
Skills
Creativity
Information
Design Skills
Collaborative
Skills

14. Module 7 Assignment 3 14
Chart 1.1:The chart above is a chart which could be used to help categorize learners by
skills. The skills I have included are the ones I feel are the most important to analyze
before students participate in the lesson or course. This assessment gives me the
understanding of the skill levels and what areas need more work.
Mager’s next recommendation for conducting a learner analysis is using the 12
questions from Mager’s performance analysis. (Brown, A., & Green, T.,2005) Mager’s
recommended analyzing and articulating the following data about the target audience.
The first question is the learner’s age. The age range of those participating in my unit is
14-18 years old and in high school student.
The second question according to Mager’s is the sex distribution of students. I would
guess the distribution of students by sex would be 65% male to 35% male. This
difference has been identified and the department has attempted to run some field trips
aimed a gaining interest for girls in technology to gain more female interest in
technology.
The question of education range and background is the next question in Mager’s
analysis. (Brown, A., & Green, T.,2005) The education range of most students is similar
for my unit in that most of the students have completed computer courses on the
elementary and middle school level. The range of the students differs upon their own out
of school learning with technology and computers and ability to recall knowledge from
previous lessons and courses.

15. Module 7 Assignment 3 15
The reason for participating in the course is question number 4 in the Mager's
approach. (Brown, A., & Green, T.,2005) The number one reason for taking Web Design
is to have fun low pressure elective course which allows for skill building but also
relieves students from the stress of the core curriculum. Other reasons for taking the
course are being able to be creative using the computer and also having a better
understanding how web pages and the World Wide Web work.
The attitudes about course attendance which is question 5 (Brown, A., & Green,
T.,2005) in Mager's approach are pretty firm in that students attend the course as part of a
regular high school schedule. Students are required to attend the course on a regular basis
in order to pass the course successfully. Students are expected to show up on time and
work hard through lessons. Students are rewarded with free time or open Photoshop
assignments when they have successfully worked through specific lessons or projects.
Some of the biases, prejudices and beliefs which is the 6th
question in Mager’s
approach(Brown, A., & Green, T.,2005) with the web design unit are based on
knowledge the student generally will find out in the lesson before the Ethnic Heritage
unit. Many students feel as though creating a web page will be difficult or don’t know
how to organize the information. Students also have the preconception that doing the
html and CSS code will be confusing and the learning is above them.
The 7th
question of Mager’s approach relates to the learners hobbies and spare time.
(Brown, A., & Green, T.,2005) The typical hobbies spare time activities of students who
are likely to be in a Web Design I course are internet games, web surfing, social
networking, chat sites and team or club sports. Students are predominantly successful

16. Module 7 Assignment 3 16
students who are on a college prep curriculum and play at least one team sport. Students
are incredibly technology savvy and they quickly learn concepts and skill related to
technology.
Question 8 related to the interests of students other than the hobbies. (Brown, A., &
Green, T.,2005) Students participating in the Ethnic Heritage unit are generally interested
in using the computer for their socializing, homework and creative expression. There is a
constant connection between the technology these students use in all of the aspects of
their life and the web course. Students in the course often participate in community
service related activities and school clubs.
The 9th
question relates to what are the need gratifiers and rewards that would work
with the students in my unit(Brown, A., & Green, T.,2005). Students in the
Ethnic/Heritage unit are often rewarded with free time and work hard to get the grade
they feel they deserve. Students are also rewarded with group work which they really
enjoy and look forward to. Often the final completed lesson is very gratifying for
students. Students love experimenting with Photoshop and other graphics programs.
The physical characteristic of students which is Mager's 10th
question to analyze
learners is very typical of high school students (Brown, A., & Green, T.,2005). Most
students are physically capable of performing the work in the course. Sometimes there
are certain students who need specific physical accommodations for seating in the course.
This is taken account for in the beginning of any of the units. There have also been
physical accommodations for students with sight issues and learning disabilities. Some of

17. Module 7 Assignment 3 17
these accommodations have been sheets of code enlarged and more simplified procedural
tasks.
Instructional Activities
The instructional activities for the Ethnic Heritage website will include collaborative
activities,direct instructionand and interactive tutorials. The first lesson for the Ethnic
Heritage website requires students to develop concept maps collaboratively on the topics
they believe they want to devlopa website for. This activity will enable students to openly
devlop their ideas and engage in topics of their interest in groups. My direct instruction
during this activity includes the use of an active board. I invite students to help me to
develop a concept map of possible web pages about Italian culture,history and language.
My direct instructional approach uses the schools EDLINE content management
webpage which enables each student to log into their computer and look at codesheets
which I have placed online for them to view. Once students are online they can follow
along with me as we enter code into Adobe Dreamweaver. This is a great way to
introduce new content and to continually define the learned material. Direct instruction
includes questioning and answers from the students and I ask them to think beyond the
code. Students are asked to define what things mean and how to change something and
make it view another way on the webpage.
For students who enjoy learning on their own and moving ahead of the pace of the
class I have made computer screencasts with Screen-Cast-O-Matic software. This
software allows me to create tutorial videos ona variety of subject matters and lessons.

18. Module 7 Assignment 3 18
Students are able to pause the lesson as they need and also stay focused with headphone.
This instructional approach also gives me the opportunity to have students develop their
own screen casts as a project and introduce it to the class. Other forms of assessment are
quizzes on keywords and descriptions of where or how code can be entered.
The most important part of this lesson is that students are consistently assessed and
evaluated on their developing skills. It is important for students to evaluate eachother
with a rubric specific to the objectives of the lesson and then a more formal assessment
which forces students to refine their skills further. As the lessons move through the units
of the web design course;the continual development of lessons into projects that hold a
high standard with design, code implementation and collaborative learning.
Conclusively the Ethnic Heritage assignment allows students to choose their subject
matter of their website design but askes for them to work continually on their design
skills and HTML and CSS code. The project enables student develop new ideas in an
established context. The assement of this project goes through several continual forms
which allows students to learn form eachother and the different form of instruction.

19. Module 7 Assignment 3 19
References
Brown, A., & Green, T. (2005). The Essentials of Instructional Design:
ConnectingFundamental Principles with Process and Practice . NJ: Prentice
Hall.
References