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Edtech503 final project

This document provides an instructional design project for teaching 7th and 8th grade students how to create a webpage using Weebly. The students will be competing in a history day competition that requires them to develop a website. A needs analysis survey found that most students do not have experience with Weebly and would find a training workshop useful. The project includes learning objectives, instructional strategies, and formative evaluation plans. It analyzes the learning context and describes the learners. The goal is for students to use Weebly components, design, pages and settings to create an individual webpage for the competition.

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Weebly Instructional Design ED-TECH 503 A Management Primer Final Project SSSSS Submitted to: Dr. Jarek Janio Boise State University Submitted by Teresa Froehlke Authored by Date: December 11, 2010
CONTENTS SYNTHESIS REFLECTION PAPER ............................................................................................ 3 PART 1. TOPIC ............................................................................................................................. 4 PART 1a. LEARNING GOAL ............................................................................................................. 4 PART 1b. DESCRIPTION OF THE AUDIENCE ....................................................................................... 4 PART 1c. RATIONALE...................................................................................................................... 4 PART 2. ANALYSIS REPORT....................................................................................................... 5 PART 2a. DESCRIPTION OF THE NEED.............................................................................................. 5 PART 2a.1 NEEDS ANALYSIS SURVEY .............................................................................................. 5 PART 2a.2 NEEDS ANALYSIS DATA REPORT...................................................................................... 7 PART 2b.1: LEARNING CONTEXT....................................................................................................... 7 PART 2b.2: TRANSFER CONTEXT...................................................................................................... 9 PART 2c. DESCRIPTION OF THE LEARNERS.......................................................................................10 PART 3. PLANNING ................................................................................................................................ 10 PART 3a. LEARNING OBJECTIVES........................................................................................................ 10 PART3b. Matrix of Objectives, Bloom's Taxonomy, and Types of Learning…………………… 12 PART3c. ARCS Table……………………………………………………………………………… 17 PART 4. INSTRUCTOR GUIDE ................................................................................................ 18 PART 5. LEARNER CONTENT ................................................................................................. 20 PART 5A. LEARNING MATERIALS................................................................................................... 20 PART 5B. FORMATIVE AND/OR SUMMATIVE ASSESSMENT MATERIALS............................................ 20 PART 5C. TECHNOLOGY TOOL JUSTIFICATION............................................................................... 23 PART 6. FORMAIVE EVALUATION PLAN............................................................................... 23 PART 6a. EXPERT REVIEW ........................................................................................................... 23 PART 6b. ONE-TO-ONE EVALUATION............................................................................................ 23 PART 6c. SMALL GROUP EVALUATION ......................................................................................... 23 PART 6D. FIELD TRIAL .................................................................................................................. 23 PART 7. FORMATIVE EVALUATION REPORT........................................................................ 23 PART 7A. EVALUATION SURVEY OR RUBRIC.................................................................................. 23 PART 7B. REPORT THE RESULTS OF THE EXPERT REVIEW.............................................................. 23 PART 7C. COMMENTS ON CHANGE................................................................................................ 23 PART 8. AECT STANDARDS GRID.......................................................................................... 24 COURSE GOALS AND OBJECTIVES................................................................................................ 24 AECT STANDARDS (APPLICABLE TO EDTECH 503) .................................................................... 27 1
Appendices Appendix A: Weebly development flowchart for training site ………………………33 Appendix B: Weebly Training Site webpage………………………………………...34 Appendix C: Rubric for Student Assessment………………………………………..35 Appendix D: SME survey…………………………………………………………...36 Appendix E: Lesson flowchart………………………………………………………37 Appendix F: Student Handout ……………………………………………………...38 References 2
Synthesis Reflection Paper Instructional design is like computer programming. As a computer programmer I conducted system analysis to determine how a new program or system would impact the existing software. I would then decide how to design the output in the form of a report or file based on the requirements submitted by the end user. These requirements are similar to the goals and objectives of instructional design. I would rely on system flowcharts and program flowcharts to understand the data flow and to locate the data sources to input into my program. In instructional design flowcharts and developmental tools are used to plan and design the flow of instruction. Both rely on established procedures to assist in the planning, development and implementation of their product. The prototypes of computer programming can take much iteration before finalized, instructional design also is modified and adjusted until the design is implemented. Many times when I was a computer programmer I felt that I was relying on detective skills. I had to locate and trace data to understand the processes that were involved in developing the programs. When designing instruction the designer must also rely on detective skills. The designer must study the organization, the context and learners and determine an expert to gather information from. The goals and objectives for the instruction also require detective work as the designer determines the tasks necessary to achieve the instructional goals and objectives. During the course we also were introduced to object-orientated curriculum architecture. This principle is widely used in computer programming. Both disciplines lend themselves to having reusable object modules. This principle has greatly improved the efficiency of computer programming and instructional design. When the text introduced the use of reusable learning objects, I felt that I was in a familiar territory and recognized the benefits to having reusable learning modules. This course has challenged my thinking about instructional design. I made a career change from programming to special education; during my special education course work I examined instruction from a struggling learner perspective. My knowledge of instruction has improved through this course; it began with the learning theories and principles and into the different learning strategies for each type of instruction. The projects in the course have emphasized the concepts and procedures used in instructional design. Project 1 required me to synthesis the information and principles introduced into the text and apply it to a hypothetical learning situation. Through the process of planning, designing and implementing Project 1, I was introduced to the level of detail required to examine the learning and context environments and the importance of those factors in developing the instruction. What I enjoyed in designing Project II was applying the knowledge of generative and supplanitve learning strategies into an actual learning environment. I have found the general strategies for each instructional model very informative and useful in the development of my projects. During our course we have written a hypothetical job description for an instructional designer. From that assignment I am aware of the skills and knowledge that an instructional designer is required to possess. The design process that we have performed has familiarized me with the depth of analysis and documentation that an instructional design project requires. I had thought with my programming background and my educational course work that I would be able to fill an entry-level position, what I have realized from this course is the precise and exact knowledge that is required to understand and write instructional design. In my current position as a tutor, I am using the principles of procedure and concept learning strategies. I have organized my materials and instruction to gain the learner’s 3
attention and to establish instructional purposes. When I use the procedure learning strategy I have the students recall prior knowledge and I use demonstrations on how to perform the procedure. When I use the concept learning theory, I use an expository approach in which I present the material with examples and non-examples and I give an explanation of which is a better example. I then have the students develop their own examples based on the attributes of the concept. Overall, the information I have learned in this instructional design course has helped me be cognizant of the need for organization, objectives and motivation when I approach my instruction. Reference: Smith, P.L., & Ragan, T.J. (2005). Instructional Design (3rd ed.). Hoboken, NJ: John Wiley &Sons 4
Part 1: Topic Learners will use Weebly to create a published webpage with content that the learner will present at the history day competition. Part 1a: Learning Goal Learners will use components of Weebly elements, design, pages and setting to create an individual webpage. Part 1b: Description of the Learning Audience The learning audience is the 7h and 8th grade students at Sacred Heart Grade School. They are between 12 and 14 years old and there are 15 males and 14 females. Part 1c: Rationale The students at Sacred Heart will be competing in the National History Day competition. Some of the students have chosen to develop a website to demonstrate their research on this year’s theme Debate & Diplomacy: Successes, Failures, and Consequences. The students may represent their topic in a play, report, PowerPoint or a webpage. The contestants that choose a website are required to use Weebly to develop the website for the competition. The instruction of this workshop will help those students and other students that would like to know how to develop a website for other purposes. The students overwhelmingly do not have experience with Weebly and instruction in a workshop will assist the students in developing a web site in Weebly. The instructional strategies are 70% supplantive and 30% generative. The strategies are mostly supplantive because the learners do not have high prior knowledge, the task is simple and well-defined, the learners have a deadline, they share universal goals and there are external demands for competency. There is a larger percentage of supplantive strategies to allow the learners to conserver their cognitive capacity for acquiring the new skills, and the generative strategies are included to allow the learners to construct their own meanings from the instruction (Ragan & Smith, 2005). The major instructional strategy is 60% procedure and 40% problem solving. The instruction for the building of the webpage is more procedural because of the step by step process necessary for a webpage to be built and published. The problem solving portion is a sub strategy because the learners will combine the procedures and principles to design unique websites. The content that the learners insert into the webpage is the information that the students have researched for their history day topic. Determining which information to include and determining which information to include on the webpage requires problemsolving strategies. Part 2: Front-end Analysis 5
Part 2a: Needs Analysis To determine the need for instruction on how to use the Weebly web design software, a survey was conducted on the students that will be participating in the history day competition. These students are the 7th and 8th grade students at Sacred Heart grade school. The results are as follows. Twenty-nine students responded to the questions. Part 2a.1: Needs analysis survey The motivation, preferences, attitude towards technology and existing skills were addressed in the survey. The survey can be accessed at the following link: http://www.surveymonkey.com/s/8CX67M2 Questions from the survey are below: 1. Do you know that the History Day competition requires the competitors to use Weebly to develop their websites? Yes No 2. Have you ever designed a web page? Yes No 3. Rate your skill level on the following Never tried   Learning How Microsoft Word Microsoft Excel Microsoft PowerPoint Internet Explorer Firefox Outlook e-mail Other e-mail File Management on a PC 4. Have you used Weebly to create a website? Yes No 5. Do you like using computers? Yes No 6. Do you own a computer at home? Yes No 7. What is your age? 12 6 Proficient
13 14 1. 8. How often do you use a computer? Once a day More than once a day Less than once a day 9. How do you like to learn? Watching a PowerPoint or Video Listening Hands on Activities 10. Do you experience anxiety with new technology? Yes No 11. In a classroom do you like structured or exploratory lessons? 16. Would you attend an instructor-led Weebly training session? Structured Exploratory 12. Do you like working alone or in a group? Alone Group 13. Do you know what you will be putting on a webpage? Yes No 14. Do you think a workshop on how to use Weebly would be useful? Yes No 15. Do you like using the Sacred Heart Technology lab for learning? Yes No 16. Would you attend an instructor-led Weebly training session? Yes No 17. Would you rather have instruction for Weebly instructor-led or follow directions on the web? Instructor Web PART2a.2: Needs Analysis Data Report 7
The survey contained the following results: The survey included a question on whether the students were knowledgeable about the requirements for web development for the competition. This was asked to establish a background of the learners and their expectations. The students age is mostly 12 year olds 48.3%, 44.8% are 13 years old and 6.9% are 14 years old. The percentage of students who know that Weebly is to be used on the History day competition is 72.4% and those that do not is 27.6%. Are you aware of Weebly? No Yes 28% 72% Figure 1 – Do you know that Weebly will be used for web development? The use of the software to develop the webpage will require the students to have some experience with using a personal computer and the following questions were asked to determine their comfort and skill level on using a personal computer. The skill and comfort level of the learners for Microsoft Word 96.6%of the students thought it was easy, and 3.4% of the students are learning how, Microsoft Excel 48.3% of the students are learning how and 13,4 % thought it was easy. 93.1% were comfortable using PowerPoint and 6.9% identified with learning how to use it. 96.6% of the students are comfortable with Internet Explorer and 3.4% have never used the web browser. 41.4 % of the students have never used Firefox and 48.3% have used it and are comfortable with it. 6.9% of the students have used Outlook e-mail and 65.5% have never used it and 31% have used it. 55.2% of the students use another e-mail and 27.6% have never tried another e-mail and 34.5% are trying other emails. There are 58.6% that have never used file management on the PC and 27.6% are comfortable with 17.2% are learning file management. 8
Computer Skills File Management on a PC Other E-Mail Outlook E-Mail Proficient Firefox Learning How Internet Explorer Never Tried Microsoft Powerpoint Microsoft Excel Microsoft Word 0 20 40 60 80 100 120 Figure 2 – How comfortable are you with Microsoft Products? From the results of this survey the majority of the students are comfortable with using Internet Explorer and the Microsoft office products, PowerPoint and Word. The comfort and knowledge level is not as proficient for the Excel, Firefox. E-mail and file management. Overall the students skill set would not prevent them from training in Weebly software. 62.1% do not experience anxiety with new technology and 37.9% do. 100 80 60 40 20 0 No Yes Have you ever designed a web page? Figure 3 – Response to having designed a web page Only 7.1 % of the students have used Weebly to create a website and 92.9% have not. The majority of the students enjoy using computers, 96.6%, 82.2% own computers at home. The 48.3% of students use computers once a day 27.6% use a computer more than once a day and 24.1% use the computer less than once a day. To determine the type of instruction the students prefer the students responded that they prefer hands on activities overall with 72.4% responses, 20.7% prefer to watch a PowerPoint and 6.9% prefer to listen. 64.3% prefer exploratory lessons and 35.7% prefer structured. 64.3% prefer to work in groups and 35.7% prefer to work alone. . 62.1% do not know their content for their history day competition and 37.9% do have their content. 71.4% think a workshop on using the Weebly would be useful and 28.6% do not. 89.7% enjoy using the Sacred Heart 9
Technology lab for learning. 10.3% do not like the Sacred Heart technology lab. 62.1% would not attend an instructor led workshop and 37.9% would. Most of the students would prefer their instruction on the web 71.4% and 28.6% would rather have an instructor led workshop. 28.6% No Would Weebly Training be helpful ? Training be Yes No 71.4% Yes Figure 4 – Do you think Weebly training would be helpful? The results from this survey indicate that the students prefer to work in groups with hands on activities. They like the Sacred Heart technology lab. The majority does not have their content for their webpage and the majority would like a workshop on how to use the Weebly software, but they would prefer it on the web to being instructor-led. The small percentages of students that know how to use Weebly 7.1% indicate a need for training. Part 2b: Description of the Learning Context The training for the Weebly webpage design is in the Sacred Heart technology lab. The lab has 30 computers with Windows XP operating system. The server is running Windows 2003. The instructor has a Smartboard and document camera connected to the instructor workstation. There is also a connection for a laptop. The training will be given by the history teacher that is comfortable with technology and the technology laboratory. She is familiar with the students and is experienced in delivering instruction in the technology laboratory. The school is supportive of the instruction because the history day competition is important to the administrators and school supporters. Also, the administration is supportive of instruction in technology. Part 2b.1: Learning context Part 2b.2: Transfer context The students will be able to access the webpage that they develop in their workshop at their home computers. They will be able to work on their own at home with the handout from the workshop. The Weebly training website is also available from their home computer. 10
Part 2c: Description of the Learners The students are between the ages of 12 and 14 years old. Most of the students are in the 7th grade. The learners are an even mix of females and males. They are from families that are mostly Catholic, but also other religious backgrounds. The learners are more alike than different from one another. Most are from two parent families with both parents involved in the students’ education and extracurricular activities. The students mostly have access to technology and have cellular phones, apple MP3 players and video games such as X-Box PlayStations, Nintendo, and Wii’s. The students are competitive but are supportive of one another. Many of the students have been with the same classmates for at least seven years. The students are comfortable with each other. The history day competition is a requirement of the school and some students have mixed feelings about the competition. The majority of the students are motivated to learn and excel at school. 37.9% experience anxiety with technology. They are receptive to a workshop on Weebly, but prefer it to be web based. Part 3: Planning Part 3a: List of learning objectives 1.0 2.0 3.0 4.0 5.0 Learner will access and locate the National History Day Weebly web development site 1.1 When given access to the Internet Explorer Browser the Learner will locate the National History Day Weebly web development site Learner will locate and enter the Weebly signon information 2.1 Given the Weebly web signon site the Learner will locate and enter his/her new Weebly username 2.2 Given the Weebly web sign on site the Learner will locate and enter his/her new password 2.3 Given the Weebly web sign on site the Learner will locate and enter submit Learner will create a web site using Weebly 3.1 Given the Weebly development site the Learner will locate and enter the create a site tab 3.2 Given the create a site web page the learner will create a title for his/her website 3.3 Given the create a site web page the learner will locate and enter “Education” in the type of site 3.4 Given the create a site web page the learner will locate and enter webpage the learner will Locate and enter “class project” as the category 3.5 Given the create a site web page the learner will locate continue 3.6 Given the choose your domain webpage the learner will choose the subdomain of Weebly as the domain name 3.7 Given the subdomain category the user will create “History Day” with the learners initials 3.8 Given the domain name is entered the learner will locate and enter continue Learner will setup and revise site title format 4.1 Given the Weebly editor the learner will select Design options 4.2 Given the Design options the learner will select site title and enter a selected value Learner will setup and revise paragraph title format 5.1 Given the Weebly editor the learner will select Design options 11
6.0 7.0 8.0 9.0 10.0 11.0 12.0 13.0 14.0 5.2 Given the Design options the learner will select paragraph title and enter a selected value Learner will setup and revise paragraph text format 6.1 Given the Weebly editor the learner will select Design options 6.2 Given the Design options the learner will select paragraph text and enter a selected value Learner will setup and revise the link color format 7.1 Given the Design option the learner will select links 7.2 Given the links the learner will choose and apply a selected color Learner will select and choose the Design tab in the editor 8.1 Given the editor the learner will select the design tab and enter 8.2 Given the dropdown design themes the learner will select a theme 8.3 Given the selected theme the learner will select Preview theme 8.4 Given the selected theme the learner will choose select theme Learner will locate and select elements 9.1 Given the theme the learner will locate and select the elements tab 9.2 Given the elements tab the learner will locate and select the basics tab Learner will select the Title Text from the basics tab 10.1 Given the basic options the learner will select the Title text 10.2 Given the Title text the learner will select the title text to edit 10.3 Given the toolbar the learner will design the font or color of the text 10.4 Given the title text the learner will select the title text to delete Learner will create a picture in the paragraph 11.1 Given the Weebly editor the learner will select and insert a picture in the paragraph Learner will locate and select multimedia tab 12.1 Given the elements tab the learner will locate and select the multimedia tab 12.2 Given the multimedia tab the learner will locate and select Google maps 12.3 Given the webpage the learner will choose and insert the Google map into the editor Learner will locate and select the More tab 13.1 Given the More tab the learner will choose layout and locate and view the two column layout and the divider sections 13.2 Given the More tab the learner will choose fun and view the games 13.3 Given the More tab the learner will choose Misc and view the HTML code text 13.4 Given the More tab the learner will choose forms and view the contact, assignment and feed reader forms Learner will create pages 14.1 Given the Weebly editor the learner will select the pages tab 14.2 Given the manage pages web page the learner will create a page 14.3 Given the manage pages web page the learner will design a page by copying a page 14.4 Given the manage pages web page the learner will design the page through editing a page 13.5 Given the manage pages web page the learner will select to delete a page 13.6 Given the manage pages web page the learner will select to reorder the pages 13.7 Given the manage pages web page the learner will select save 12
15.0 16.0 Learner will select settings 15.1 Given the Weebly editor the learner select settings 15.2 Given the settings web page the learner will locate the address and setting categories and recognize they may be edited 15.3 Given the Weebly editor the learner locates help and notes the information tab Learner will publish the website 15.1 Given the Weebly editor the learner will select Publish and enter Part 3b: Matrix of Objectives, Bloom's Taxonomy, and Types of Learning Objective Number (1) Bloom’s Taxonomy Classification (2) Type of Learning (4) Comprehension Strategy to be employed to teach the objective (3) Supplantive 1.0 Learner will Locate the Weebly web development site 1.1 When given access to the Internet Explorer Browser the Learner will locate the Weebly web development site 2.0 Learner will locate and enter sign on 2.1 Given the Weebly web signon site the Learner will locate and enter his/her new Weebly username 2.2 Given the Weebly web sign on site the Learner will locate and enter his/her new password 2.3 Given the Weebly web sign on site the Learner will locate and enter submit 3.0 Learner will create a website using Weebly 3.1 Given the Weebly development site the Learner will locate and enter the create a site tab 3.2 Given the create a site webpage the learner will create a title for their web site 3.3 Given the create a Comprehension Supplantive Procedure Comprehension Supplantive Procedure Comprehension Supplantive Procedure Comprehension Supplantive Procedure Comprehension Supplantive Procedure Comprehension Supplantive Procedure Comprehension Supplantive Procedure Synthesis Generative Problem- solving Comprehension Supplantive Procedure 13 Procedure
site web page the learner will locate and enter “Education” in the type of site 3.4 Given the create a site web page the learner will locate and enter “class project” as the category 3.5 Given the create a site web page the learner will locate continue 3.6 Given the choose your domain web page the learner will choose the subdomain of Weebly as the domain name 3.7 Given the subdomain category the user will create “History Day” with the learners initials as the domain name 3.8 Given the domain name is entered the learner will locate and enter continue 4.0 Learner will setup and revise site title format 4.1 Given the Weebly editor the learner will select design options 4.2 Given the design options the learner will select site title and enter a selected value 5.0 Learner will select paragraph title 5.1 Given the Weebly editor the learner will select design options 5.2 Given the design options the learner will select paragraph title and enter a selected value 6.0 Learner will select paragraph text 6.1 Given the Weebly Comprehension Supplantive Procedure Comprehension Supplantive Procedure Applying Generative Procedure Comprehension Supplantive Procedure Comprehension Supplantive Procedure Applying Supplantive Procedure Applying Supplantive Procedure Applying Supplantive Problem-solving Applying Supplantive Procedure Applying Generative Problem-solving Applying Supplantive Problem-solving Applying Supplantive Procedure Applying Generative Procedure 14
Editor the learner will select design options 6.2 Given the design options the learner will select paragraph text and enter a selected value 7.0 Learner will setup and revise the link color 7.1 Given the design option the learner will select links 7.2 Given the links the learner will choose and apply a selected color 8.0 Learner will select and choose the Design tab in the editor 8.1 Given the editor the learner will select the design tab and enter 7.2 Given the drop down design themes the learner will select a theme 7.3 Given the selected theme the learner will select Preview a theme 8.4 Given the Weebly editor the learner will choose select theme 9.0 Learner will locate and select elements 9.1 Given the theme the learner will locate and select the elements tab 9.2Given the elements tab the learner will locate and select the basics tab 10.0 Learner will select the title text from the basics tab 10.1 Given the basic options the learner will select the Title text 10.2 Given the title text the learner will select the title text to edit 9.3 Given the toolbar Applying Supplantive Problem-solving Evaluation Generative Problem-solving Applying Supplantive Problem solving Applying Generative Problem-solving Applying Generative Problem -solving Applying Generative Problem-solving Applying Generative Problem- solving Applying Supplantive Problem- solving Applying Supplantive Problem -solving Applying Generative Procedure Applying Supplantive Procedure Applying Supplantive Procedure Applying Supplantive Procedure Applying Supplantive Procedure Applying Supplantive Problem- solving Synthesis Supplantive Problem -solving 15
the learner will design the font or color of the text 9.4 Given the title text the learner will select the title text to delete 10.0 Learner will create a picture in the paragraph 10.1 Given the Weebly editor the learner will select and insert a picture in the paragraph 12.0 Learner will locate and select the multimedia tab 12.1 Given the elements tab the learner will locate and select the multimedia tab 12.2 Given the multimedia tab the learner will locate and select Google maps 12.3 Given the webpage the learner will choose and insert the selected Google map into the paragraph 13.0 Learner will locate and select the more tab 13.1 Given the More tab the learner will choose layout and locate and view the two column layout and the divider sections 13.2 Given the More tab the learner will choose fun and view the games 13.3 Given the More tab the learner will choose Misc and view the HTML code test 13.4 Given the More tab the learner will choose forms and view Comprehension Generative Problem-solving Synthesis Supplantive Procedure Applying Generative Problem-solving Applying Supplantive Procedure Applying Supplantive Procedure Applying Generative Problem-solving Applying Generative Problem-solving Applying Supplantive Procedure Applying Supplantive Procedure Applying Supplantive Procedure Applying Supplantive Procedure Applying Supplantive Procedure 16
the contact, assignment and feed reader forms 14.0 Learner will create pages 14.1 Given the Weebly editor the learner will select create a page 14.2 Given the manage pages web page the learner will create a page 14.3 Given the manage pages web page the learner will design a page by copying a page 14.4 Given the manage pages web page the learner will design a page through editing a page 14.5 Given the manage pages web page the learner will select to delete a page 14.6 Given the manage web page the learner will select to reorder the pages 14.7 Given the mange pages web page the learner will select save 15.0 Learner will select settings 15.1 Given the Weebly editor the learner select settings 15.2 Given the settings web page the learner will locate the address and setting categories and recognize they may be edited 15.3 Given the Weebly editor the learner locates the help tab and notes the information tab 16.0 Learner will publish the web site Synthesis Generative Problem-solving Synthesis Generative Problem-solving Synthesis Generative Problem-solving Synthesis Generative Problem-solving Synthesis Generative Problem-solving Applying Supplantive Procedure Applying Supplantive Procedure Applying Supplantive Procedure Applying Supplantive Procedure Applying Supplantive Procedure Comprehension Supplantive Procedure Comprehension Supplantive Procedure Synthesis Generative Problem-solving 17
16.1 Given the Weebly editor the learner will select Publish and enter Synthesis Generative Problem-solving Part 3c: ARCS table ARCS Motivational Strategies Plan Project Goal Statement: Learners will use components of Weebly elements, design, pages and setting to create an individual webpage. The content of the webpage will be the information for the history day competiton. ATTENTION A.1 Perceptual Arousal >Learners will view the winning history day websites for the junior and senior division for the 2010 competition A2. Inquiry Arousal > Learners will be asked which features that would include on their website to the websites they viewed A3. Variability >Learners will view short video on Weebly RELEVANCE R1. Goal orientation >Students will be able to access the webpage that has the class notes on it and the history day competition requirements. They will have access to the Weebly training available created for this workshop >Students will have a handout from the workshop that contains the screen prints with lines to take notes. R2. Motive matching >Learners have selected topics that they have an interest in for the competition and are able to select their web page content R3. Familiarity >The students will be able to apply their word processing and PowerPoint skills to the web development CONFIDENCE C1. Learning requirements >Student will have a check list and screen shots to follow >Students will have training videos to view C2. Success opportunities >Learners will be able to able to compare their web sites to others and the winning web sites to use those presentations as examples C3. Personal control >Students will have a rubric that will include the criteria their projects will be judged on by the history day judges SATISFACTION S1. Natural consequences >Learners will have learned to build a web page and that skill will be transferred to other courses they may take. S2. Positive consequences 18
>Learner will be able to demonstrate their web pages to other class members and their families S3. Equity >Viewers will receive positive feedback from other classmates and from the teacher Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10), 1-8. Part 4. Instructor Guide • Trainer demonstrates the elements page • Trainer demonstrates the design page • Trainer demonstrates the create page • Trainer demonstrate the settings page Learner • Has screen shots for Weebly elementes, design, pages, and settings • Learner has checklist • Learner will access History day portal • Learner will modify title • Learner will choose design tab • and select design for webpage • Learner will choose element tab and modifiy text and fonts • Learner will choose pages tab • and add, arrange and delete pages Weebly Training Webpage Trainer I have designed a training website to use for developing a web site for the history day competition. The website can be found at http://tftesting.weebly.com. This website can be demonstrated using a Smartboard with a projector. The Weebly training website has been created to help students use Weebly to create a website for their History Day Entry. Prior to creating their website the students should have their content (Diplomacy and Debate) developed and their pictures and other images saved on a flash drive or their computer hard drive. Once the students are in Weebly it is hard to do a web search and place images into the Weebly site. The Website is constructed so the students can access the history day information concerning their web page entries, they can access winning web pages from 2009 and 2010. They can access a video that gives a background on Weebly and the features. The student can create their Weebly webpage entry for the History Day completion from this training website. The site features each of the sections used to create a webpage: Elements, Design, Pages, and Settings from the pages on this training website they can access videos that demonstrate how to use each section. Some of the videos are password protected. The signon to use the videos is tfroehlke the password is historyday. When you are viewing the webpage please make sure that each of the videos can be accessed. When demonstrating the use of Weebly: 1) First go to the home page 2) Have students view the guidelines for the webpage submission for the history day competition. 19
3) Have the students view the introduction to Weebly video 4) Students can access the History Day portal from the training website 5) Once the students are on the webpage portal they will need to create a userid and password. They will need to remember both of these for future access to their site. 6) The students will be entering a title – this should be the title of their project 7) View the video on Design 8) Students will select the design page 9) View the video on Elements 10) Students will view the basic video on elements 11) View the video on text and photo editing and working with text 12) Students will insert a picture and edit the paragraph 13) View the video on two-column layout 14) Students can drag and drop a two column layout and 15) Students can drag and drop a picture 16) Students next view the uploading files, custom HTML and Navigating to maps 17) Students will create a file, insert custom HTML and navigate to maps based on the demonstration from the video. 18) The rest of the videos can be brought to the students attention creating slideshows and adding video can be additional features they may add later 19) Have students watch the video on creating pages 20) On pages the student places a name of the page in the box and must save to have the pages. 21) Pages can be deleted or copied. Most important to have the page name correct in the box. 22) IT IS VERY EASY TO DELETE THE WRONG PAGE. 23) Watch the video on settings and the publish video – the publish video is in the help section on the training webpage. 24) Have the students navigate to the settings if they want to change their title they may do it at settings 25) Have the students publish their websites. Part 5. Learner Content Part 5a. Learning materials You will be using Weebly to produce a webpage for the National History Day Competition. Before creating your own website you may view the training website at http://tftesting.weebly.com This site will demonstrate the signon and have the history day information in one area; you may also enter the history day portal from this site. Website Guidelines: 20
     Research your topic first. Have the worksheet that the history teacher provided completed before making your website. Have the content of your web site available to insert. Have the photos, documents, maps, or media clips saved to your computer or flash drive. Use a professional design Every element of the design should point back to your topic, thesis and or time period. The color, graphics, typeface should reflect your topic, thesis or time period. Signon Students entering the webpage competition must enter their webpage from the National History day web portal. This portal is supplied as a link in the training website. The signon for the site will require a user name and password. These are required for you to access your site, so write them down to remember them. The signon has an encryption code to enter as well. Once you have created a signon you are directed to the title of your webpage, this title will show up each time your site is accessed by others, so it should be the title of your project. Starting the webpage The webpage can be started from the edit menu that is displayed or you may choose a theme. I would suggest to pick a theme, a theme may be changed later but a theme will lay out the format of the webpage with a professional look. Elements The elements are a drag and drop feature. The elements are paragraph with a title, paragraph with a picture, picture, title, paragraph, two column layout, custom HTML, the other choices are not needed for this type of webpage they are used for webpages that are stores. Elements can be deleted by choosing the red x. Pictures are inserted from either pictures stored on the computer, your storage device, flash drive or you can search the internet. It is easier if you have your images saved to your computer before you begin your page. Design Design is where you will pick your themes. You may also modify the format of the text in this page. The titles and the paragraph text can be modified. The color of the link to other sites can also be modified. Pages Pages are the tabs that are displayed on your webpage. A new page is created by pressing the newpage tab. The name of the page needs to be entered on the name of page field and saved. Pages can be copied and deleted here. It is most important to notice the name of the page in the name field. This is the page that will be deleted, copied, named, You can get many home pages if the name is not changed. You can easily delete a page – make sure it is the right name of the page. The training website contains videos that demonstrate all the sections of Weebly. There are many advanced features that can enhance your webpages. The videos can demonstrate that for you. To view the videos you may need a name and password they will be supplied by your instructor. 21
Checklist Prior to creating the website  Researched my topic  Supporting pictures, documents maps  I have viewed the intro video  I have viewed the winning entries from previous years Creating the website  I watched the video on theme selection  I have a theme selected  I watched the video on elements  I watched the video on text  I have modified the font to reflect my theme  I watched the video on pictures  I have inserted pictures  I watched the video on inserting HTML, maps and files  I have inserted maps if appropriate  I have watched the video on adding pages  I have added pages  I watched the video on setting  I watched the video on publishing  I published my website 22
Part 5b. Formative and/or Summative Assessment materials The history teacher will conduct the formative assessment by monitoring the student’s progress during the Weebly training workshop and during the class time allotted to working on their projects. The students will have a rubric for the history day webpage to follow as well as a checklist. Summative evaluation will be in the form of the completed Weebly webpage. A rubric (Appendix C) also will be used to assess the student’s history day competition entry. Part 5c. Technology Tool Justification The following table lists the technology resources that will be used in this project and the justification for their use. PCs running Microsoft XP Smartboard Weebly software Takeonthenet instructional videos LCD projector Weebly training site http://tftesting.weebly.com Platform that the presentation application and online demos are run Used to display Weebly training site Used for training site and development software Demonstrates each function of Weebly Displays the Weebly training site for the audience Central location of information and videos to teach Weebly Part 6. Formative Evaluation Plan Part 6a. Expert Review The subject matter expert that I have selected for my project is Cheri Workman, the 8 th grade history teacher at Sacred Heart. Her phone number is (208) 344-8311. She conducted the review on December 8, 2010. I reviewed the materials with her and she completed a survey with her comments. The survey is in Appendix D and can also be found at this link: http://bit.ly/fF6Vsp. She examined the instructional materials for completeness, accuracy and appropriateness. Part 6b. One-to-One Evaluation I conducted an one-to-one evaluation with one of the 7th grade students. The student did not find any typographical errors, unclear sentences, or mislabeled pages. The learner was able to understand the instruction and was able to know what to do on the website and was able to read the information available on the website. The student did not want to watch the instructional videos and wanted to be shown how to do the features of Weebly. The winning websites were motivating and were referred to by the student. Part 6c. Small Group Evaluation In a small group evaluation, I would observe 6 to 7 students that have various technological abilities. I would observe the group and help if the students had difficulty. 23
What I would be observing is if the students have the entry-level skills, did they succeed in the instruction, how long it took for instruction and how did the students react to the instruction. I would observe if the revisions from the one-on-one evaluation were satisfactory and if they experienced any negative feelings towards the instruction. The output from my small group evaluation will be a revision of my instruction based on time, performance and attitude data from members of the target audience. If I have any substantial problems I may need to conduct another small group evaluation with revised materials before conducting a field trial. Part 6d. Field trial I would conduct a field trial involving this year’s 29 students using Weebly to design their webpage. During the field trial I will determine whether the revisions during the small group evaluations are effective. It will be necessary to observe if there are any problems in the administration of the materials in a real educational environment. I will determine whether the instruction can be implemented as it was designed. I will determine if the learners attained the objectives of the lesson, whether the time estimates are accurate, and how the learners and the trainers feel about the lesson. I will document any changes that the instructors make in the instruction. Form the data that I collect the training can be improved for the student’s that will be using Weebly for web development next year. Part 7. Formative Evaluation Report Part 7a. Evaluation Survey or Rubric Cheri Workman, the history teacher at Sacred Heart was the subject matter expert on this project. She reviewed the project and submitted the survey that I had supplied; the survey can be viewed at the following link: Part 7b. Report the results of the expert review Mrs. Workman was complementary of the training site. The parts of the site that she found most beneficial were the guidelines for the history day competition, the winning entries from last year and the videos. She thought the videos explained how to use Weebly very well. Part 7c. Comments on Change When I spoke to Mrs. Workman, she first considered that the welcoming video to Weebly was too focused on the commercial aspects of using Weebly. I explained that the intent of the video was to motivate students to realize what is available on Weebly. She said she liked the video and it was motivating. She requested that I include a disclaimer that the Weebly site provided by the National History day is not the professional version and some of the features of Weebly that the video discusses are not available in the student version. I added that note to the web site. 24
Part 8. AECT Standards Grid Professional Standards Addressed (AECT) The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work. Assignments meeting standard in whole or part Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) 1.1.1 Analyzing 1.1.2 Designing 1.1.3 Developing 1.1.4 Implementing 1.1.5 Evaluating 1.2 Message Design 1.3 Instructional Strategies 1.4 Learner Characteristics Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) 2.1 Print Technologies 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies 2.4 Integrated Technologies Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization 3.2 Diffusion of Innovations 3.3 Implementation and Institutionalization 3.4 Policies and Regulations X ID Projects 1 & 2 X X X X X ID Projects 1 ID Projects 1 & 2 ID Projects 1 & 2 ID Project 2 Selected Discussion Forums; ID Project 2 X X ID Project 2 ID Project 1 X X ID Project 02 Reading Quiz; ID Projects 1 & 2 X (all assignments) X (all assignments) X ID Project 2 X X ID Project 2 Standard 4: MANAGEMENT 4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management 4.2 Resource Management 4.3 Delivery System Management 4.4 Information Management Standard 5: EVALUATION 5.1 Problem Analysis 5.2 Criterion-Referenced Measurement 25
5.3 Formative and Summative Evaluation 5.4 Long-Range Planning X ID Project 2 COURSE GOALS & OBJECTIVES The overall goal for the course is for each student to consider and use the systematic process of instructional design to create an instructional product. To achieve this goal, students will engage in activities that promote reflective practice, emphasize realistic contexts, and employ a number of communications technologies. Following the course, students will be able to: 1. Discuss the historical development of the practice of instructional design with regard to factors that led to its development and the rationale for its use 2. Describe at least two reasons why instructional design models are useful 3. Identify at least six instructional design models and classify them according to their use 4. Compare and contrast the major elements of three theories of learning as they relate to instructional design 5. Define “instructional design.” 6. Define the word “systematic” as it relates to instructional design 7. Define “learning” and synthesize its definition with the practice of instructional design 8. Relate the design of instruction to the term “educational (or “instructional”) technology” 9. Describe the major components of the instructional design process and the functions of models in the design process 10. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor) 11. Build an instructional design product that integrates major aspects of the systematic process and make this available on the web. a. Describe the rationale for and processes associated with needs, learner, context, goal, and task analyses i. Create and conduct various aspects of a front-end analysis ii. Identify methods and materials for communicating subject matter that are contextually relevant 26
b. Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.) i. Construct clear instructional goals and objectives ii. Develop a motivational design for a specific instructional task iii. Develop assessments that accurately measure performance objectives c. Select and implement instructional strategies for selected learning tasks i. Select appropriate media tools that support instructional design decisions d. Describe the rationale and processes associated with the formative evaluation of instructional products i. Create a plan for formative evaluation 12. Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. 13. Apply state and national content standards to the development of instructional products 14. Meet selected professional standards developed by the Association for Educational Communications and Technology 15. Use various technological tools for instructional and professional communication 27
AECT STANDARDS (Applicable to EDTECH 503) 1.0 Design 1.1 Instructional Systems Design 1.1.a Utilize and implement design principles which specify optimal conditions for learning. 1.1.b Identify a variety of instructional systems design models and apply at least one model. 1.1.1 Analyzing 1.1.1.a Write appropriate objectives for specific content and outcome levels. 1.1.1.b Analyze instructional tasks, content, and context. 1.1.2 Designing 1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design. 1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning. 1.1.3 Developing 1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection). 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application. 1.1.4 Implementing 1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practical, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.5 Evaluating 1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction. 1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences. 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures. 1.3 Instructional Strategies 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations. 1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences. 28
1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective. 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation. 1.4 Learner Characteristics 1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation. 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies. 1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies. 2.0 Development 2.0.1 Select appropriate media to produce effective learning environments using technology resources. 2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products. 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products. 2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products. 2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products. 2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products. 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio. 2.1 Print Technologies 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes. 2.1.4 Produce instructional and professional products using various aspects of integrated application programs. 2.3 Computer-Based Technologies 2.3.2 Design, produce, and use digital information with computer-based technologies. 3.0 Utilization 3.1 Media Utilization 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process. 3.1.2 Use educational communications and instructional technology (SMETS) resources in a variety of learning contexts. 29
3.3 Implementation and Institutionalization 3.3.1 Use appropriate instructional materials and strategies in various learning contexts. 3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts. 3.3.3 Identify strategies to maintain use after initial adoption. 4.0 Management (none specifically addressed in 503) 5.0 Evaluation 5.1 Problem Analysis 5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation). 5.2 Criterion-referenced Measurement 5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts. 5.3 Formative and Summative Evaluation 5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts. SMET = School Media & Educational Technologies 30
Appendix A Weebly development flowchart for training site 31
Appendix B http://tftesting.weebly.com/ 32
Appendix C Rubric for Weebly History Day Website Assessment area Above Expectations Meets Expectation Below Expectations History Day Content Has the required introduction, the topic relates to debate or diplomacy Webpage has introduction topics, opposing parties, success or failure, consequences of events, short and long term groups affected and conclusion Consistent with the time period and theme of the topic Somewhat related to debate or diplomacy Does not have anything to relate to debate or diplomacy Parts of the format are missing or incomplete the format is has most of the elements Many parts are missing Somewhat consistent with the time period and topic Consistent with the time period and theme of the topic- it is easy to read and adds to the format of the page Appropriate and correctly placed, adds to the website and consistent with the topic Relates to the theme and professional displayed Somewhat consistent, some area difficult to read Not consistent with time period or inappropriate them for example a picture of an island and the topic is income tax invasion Difficult and inappropriate for page History Day format Webpage theme Webpage font Webpage photographs Webpage format Some placement errors, pictures need editing adds to topic Absent or not corresponding to topic Did not use a professional layout Pages not related to information that is on the page Webpage grammar No spelling or grammar errors Webpage title Title is the topic for history day Professionally displayed but not consistent with theme Few errors in spelling or grammar Title somewhat related Webpage pages Able to navigate and the topic is correct for the page name Most pages are correct for information on 33 Many errors Title not appropriate Comments
Appendix D: SME survey…………………………………………………………..36 Appendix E: Lesson flowchart………………………………………………………37 Appendix F: Student Handout ……………………………………………………...38 34
Instructor Survey 1. Evaluation of the goals and objectives 1. Was the purpose of the project clearly stated? 5 6 2. Were the goals and objectives of the project clearly stated? 5 6 3. Were the goals and objectives achievable? 5 6 4. Were the goals, objectives and content consistent? 5 6 2. Training website 1. Was the training website difficult to navigate? 5 6 2. Were the links correct and working on the training website? 5 6 3. Was the website appealing? 5 6 4. Was the content appropriate for the students? 5 6 5. Is there anything that should be added to the site? 5 6 6. Should anything be deleted from the site? 5 6 Page 1
Instructor Survey 3. Instructor Materials 1. Where the materials sufficient? 5 6 2. Was the flowchart easy to follow? 5 6 4. Student Materials 1. Was the student checklist helpful? 5 6 2. Were students able to use the website unassisted? 5 6 3. Were the screenshots helpful? 5 6 4. Is the rubric for the students congruent with the the goals and objectives for the course? 5 6 5. What are your overall comments? 5 6 Page 2
Building a Webpage with Weebly Learner will access and locate the National History Day Weebly web development site When given access to the Internet Explorer Browser the Learner will locate the National History Day Weebly web development site Learner will locate and enter the Weebly signon information Given the Weebly web signon site the Learner will locate and enter his/her new Weebly username,password Given the Weebly web sign on site the Learner will locate and enter submit Learner will create a Weebly site Learner will set up and revise format Given the Weebly development site the Learner will locate and enter the create a site tab Given the create a site webpage the learner will create a title for their website Given the create a site webpage the learner will locate and enter "Education" in the type of site continue Given the Weebly editor the learner will select Design options Given the Design options the learner will select title and enter a selected value Learner will setup and revise paragraph title and text format Given the Weebly editor the learner will select Design options Given the Design options the learner will select title and enter a selected value Learner will setup and revise the link color format Given the Design option the learner will select links Given the links the learner will choose and apply a selected color Learner will select and choose the Design in the editor Given the Design option the learner will select links Given the links the learner will choose and apply a selected color Learner will locate and select elements Given the theme the learner will locate and select the elements tab Given the elements tab the learner will locate and select the basics tab Learner will select the Title Text from the basics tab Given the basic options the learner will select the Title text Given the Title text the learner will select the title text to edit Given the toolbar the learner will design the font or color of the text Learner will create a picture in the paragraph Given the Weebly editor the learner will create a picture in the paragraph Learner will locate and select multimedia tab Learner will locate and select the More tab Given the elements tab the learner will locate and select the multimedia ta Learner will create pages Given the More tab the learner will choose layout Given the More tab the learner will choose fun Given the multimedia tab the learner will locate and select Google maps Given the webpage the learner will insert the Google map Given the Weebly editor the learner will select the pages tab Given the Weebly editor the learner select settings Given the More tab the learner will choose forms Given the Weebly editor the learner will select Publish recognize they may be edited Given the manage pages webpage the learner will create a page Given the More tab the learner will choose Misc Learner will publish the web page Learner will select settings Given the manage pages webpage the learner will design the page through editing a page Given the Weebly editor the learner locates help and notes the information tab Given the manage pages webpage the learner will select to reorder the pages Given the manage pages webpage the learner will select save Buy SmartDraw!- purchased copies print this document without a watermark . Visit www.smartdraw.com or call 1-800-768-3729.
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References National history day [National History Day competition rules for webpages]. Retrieved from http://www.nationalhistoryday.org/CategoryWebsite.htm Smith, P. L., & Ragan, T. J. (2005). Instructional design. Hoboken, New Jersey: John Wiley & Sons. Summers, R. Take on the Net [Weebly website tutorial]. Retrieved from http://www.youtube.com/watch?v=18JiQn_FWBU&feature=related Summers, R. (2010). Adding audio to your site. Retrieved from http://members.takeonthenet.com/lessons/weebly/21-addingaudio-to-your-site.html Summers, R. (2010). Adding google maps. Retrieved from http://members.takeonthenet.com/lessons/weebly/30-addinggoogle-maps.html Summers, R. (2010). Adding photos and text. Retrieved from http://members.takeonthenet.com/lessons/weebly.html: http://members.takeonthenet.com/lessons/weebly/08-addingphotos-and-text.html Summers, R. (2010). Animoto slide shows part 2. Retrieved from http://members.takeonthenet.com/lessons/weebly.html: http://members.takeonthenet.com/lessons/weebly/19-animotoslide-show-part-2.html Summers, R. (2010). Arranging the navigation. Retrieved from http://members.takeonthenet.com/lessons/weebly.html: http://members.takeonthenet.com/lessons/weebly/28-arrangingthe-navigation.html Summers, R. (2010). Changing your template. Retrieved from http://members.takeonthenet.com/lessons/weebly.html: http://members.takeonthenet.com/lessons/weebly/17-changingyour-template.html Summers, R. (2010). Creating new web pages. Retrieved from http://members.takeonthenet.com/lessons/weebly.html: http://members.takeonthenet.com/lessons/weebly/05-creatingnew-web-pages.html Summers, R. (2010). The element tab. Retrieved from http://members.takeonthenet.com/lessons/weebly.html: http://members.takeonthenet.com/lessons/weebly/03-theelements-tab.html Summers, R. (2010). . Retrieved from http://members.takeonthenet.com/lessons/weebly.html: http://members.takeonthenet.com/lessons/weebly/18-animotoslide-show-part-1.html Summers, R. (2010). Photo editing. Retrieved from http://members.takeonthenet.com/lessons/weebly.html: http://members.takeonthenet.com/lessons/weebly/09-photoediting.html Summers, R. (2010). Publishing your site. Retrieved from http://members.takeonthenet.com/lessons/weebly.html: http://members.takeonthenet.com/lessons/weebly/07-publishingyour-site.html
Summers, R. (2010). Selecting the template. Retrieved from http://members.takeonthenet.com/lessons/weebly.html: http://members.takeonthenet.com/lessons/weebly/04-selecting-atemplate.html Summers, R. (2010). The settings tab. Retrieved from http://members.takeonthenet.com/lessons/weebly.html: http://members.takeonthenet.com/lessons/weebly/06-thesettings-tab.html Summers, R. (2010). Uploading files. Retrieved from http://members.takeonthenet.com/lessons/weebly.htm: http://members.takeonthenet.com/lessons/weebly/15-uploadingfiles.html Summers, R. (2010). Using a full page layout. Retrieved from http://members.takeonthenet.com/lessons/weebly.html: http://members.takeonthenet.com/lessons/weebly/14-using-afull-page-layout.html Summers, R. (2010). Using a multiple column layout. Retrieved from http://members.takeonthenet.com/lessons/weebly/13-using-amultiple-column-layout.html Summers, R. (2010). Using a two column layout. Retrieved from http://members.takeonthenet.com/lessons/weebly.html: http://members.takeonthenet.com/lessons/weebly/12-using-a-twocolumn-layout.html Summers, R. (2010). Using custom html. Retrieved from http://members.takeonthenet.com/lessons/weebly.html: http://members.takeonthenet.com/lessons/weebly/16-usingcustom-html.html Summers, R. (2010). Working with text. Retrieved from http://members.takeonthenet.com/lessons/weebly.html: http://members.takeonthenet.com/lessons/weebly/10-workingwith-text.html Weeby web creation made easy. Retrieved from http://www.weebly.com/ 1

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Edtech503 final project

  • 1.
    Weebly Instructional Design ED-TECH503 A Management Primer Final Project SSSSS Submitted to: Dr. Jarek Janio Boise State University Submitted by Teresa Froehlke Authored by Date: December 11, 2010
  • 2.
    CONTENTS SYNTHESIS REFLECTION PAPER............................................................................................ 3 PART 1. TOPIC ............................................................................................................................. 4 PART 1a. LEARNING GOAL ............................................................................................................. 4 PART 1b. DESCRIPTION OF THE AUDIENCE ....................................................................................... 4 PART 1c. RATIONALE...................................................................................................................... 4 PART 2. ANALYSIS REPORT....................................................................................................... 5 PART 2a. DESCRIPTION OF THE NEED.............................................................................................. 5 PART 2a.1 NEEDS ANALYSIS SURVEY .............................................................................................. 5 PART 2a.2 NEEDS ANALYSIS DATA REPORT...................................................................................... 7 PART 2b.1: LEARNING CONTEXT....................................................................................................... 7 PART 2b.2: TRANSFER CONTEXT...................................................................................................... 9 PART 2c. DESCRIPTION OF THE LEARNERS.......................................................................................10 PART 3. PLANNING ................................................................................................................................ 10 PART 3a. LEARNING OBJECTIVES........................................................................................................ 10 PART3b. Matrix of Objectives, Bloom's Taxonomy, and Types of Learning…………………… 12 PART3c. ARCS Table……………………………………………………………………………… 17 PART 4. INSTRUCTOR GUIDE ................................................................................................ 18 PART 5. LEARNER CONTENT ................................................................................................. 20 PART 5A. LEARNING MATERIALS................................................................................................... 20 PART 5B. FORMATIVE AND/OR SUMMATIVE ASSESSMENT MATERIALS............................................ 20 PART 5C. TECHNOLOGY TOOL JUSTIFICATION............................................................................... 23 PART 6. FORMAIVE EVALUATION PLAN............................................................................... 23 PART 6a. EXPERT REVIEW ........................................................................................................... 23 PART 6b. ONE-TO-ONE EVALUATION............................................................................................ 23 PART 6c. SMALL GROUP EVALUATION ......................................................................................... 23 PART 6D. FIELD TRIAL .................................................................................................................. 23 PART 7. FORMATIVE EVALUATION REPORT........................................................................ 23 PART 7A. EVALUATION SURVEY OR RUBRIC.................................................................................. 23 PART 7B. REPORT THE RESULTS OF THE EXPERT REVIEW.............................................................. 23 PART 7C. COMMENTS ON CHANGE................................................................................................ 23 PART 8. AECT STANDARDS GRID.......................................................................................... 24 COURSE GOALS AND OBJECTIVES................................................................................................ 24 AECT STANDARDS (APPLICABLE TO EDTECH 503) .................................................................... 27 1
  • 3.
    Appendices Appendix A: Weeblydevelopment flowchart for training site ………………………33 Appendix B: Weebly Training Site webpage………………………………………...34 Appendix C: Rubric for Student Assessment………………………………………..35 Appendix D: SME survey…………………………………………………………...36 Appendix E: Lesson flowchart………………………………………………………37 Appendix F: Student Handout ……………………………………………………...38 References 2
  • 4.
    Synthesis Reflection Paper Instructionaldesign is like computer programming. As a computer programmer I conducted system analysis to determine how a new program or system would impact the existing software. I would then decide how to design the output in the form of a report or file based on the requirements submitted by the end user. These requirements are similar to the goals and objectives of instructional design. I would rely on system flowcharts and program flowcharts to understand the data flow and to locate the data sources to input into my program. In instructional design flowcharts and developmental tools are used to plan and design the flow of instruction. Both rely on established procedures to assist in the planning, development and implementation of their product. The prototypes of computer programming can take much iteration before finalized, instructional design also is modified and adjusted until the design is implemented. Many times when I was a computer programmer I felt that I was relying on detective skills. I had to locate and trace data to understand the processes that were involved in developing the programs. When designing instruction the designer must also rely on detective skills. The designer must study the organization, the context and learners and determine an expert to gather information from. The goals and objectives for the instruction also require detective work as the designer determines the tasks necessary to achieve the instructional goals and objectives. During the course we also were introduced to object-orientated curriculum architecture. This principle is widely used in computer programming. Both disciplines lend themselves to having reusable object modules. This principle has greatly improved the efficiency of computer programming and instructional design. When the text introduced the use of reusable learning objects, I felt that I was in a familiar territory and recognized the benefits to having reusable learning modules. This course has challenged my thinking about instructional design. I made a career change from programming to special education; during my special education course work I examined instruction from a struggling learner perspective. My knowledge of instruction has improved through this course; it began with the learning theories and principles and into the different learning strategies for each type of instruction. The projects in the course have emphasized the concepts and procedures used in instructional design. Project 1 required me to synthesis the information and principles introduced into the text and apply it to a hypothetical learning situation. Through the process of planning, designing and implementing Project 1, I was introduced to the level of detail required to examine the learning and context environments and the importance of those factors in developing the instruction. What I enjoyed in designing Project II was applying the knowledge of generative and supplanitve learning strategies into an actual learning environment. I have found the general strategies for each instructional model very informative and useful in the development of my projects. During our course we have written a hypothetical job description for an instructional designer. From that assignment I am aware of the skills and knowledge that an instructional designer is required to possess. The design process that we have performed has familiarized me with the depth of analysis and documentation that an instructional design project requires. I had thought with my programming background and my educational course work that I would be able to fill an entry-level position, what I have realized from this course is the precise and exact knowledge that is required to understand and write instructional design. In my current position as a tutor, I am using the principles of procedure and concept learning strategies. I have organized my materials and instruction to gain the learner’s 3
  • 5.
    attention and toestablish instructional purposes. When I use the procedure learning strategy I have the students recall prior knowledge and I use demonstrations on how to perform the procedure. When I use the concept learning theory, I use an expository approach in which I present the material with examples and non-examples and I give an explanation of which is a better example. I then have the students develop their own examples based on the attributes of the concept. Overall, the information I have learned in this instructional design course has helped me be cognizant of the need for organization, objectives and motivation when I approach my instruction. Reference: Smith, P.L., & Ragan, T.J. (2005). Instructional Design (3rd ed.). Hoboken, NJ: John Wiley &Sons 4
  • 6.
    Part 1: Topic Learnerswill use Weebly to create a published webpage with content that the learner will present at the history day competition. Part 1a: Learning Goal Learners will use components of Weebly elements, design, pages and setting to create an individual webpage. Part 1b: Description of the Learning Audience The learning audience is the 7h and 8th grade students at Sacred Heart Grade School. They are between 12 and 14 years old and there are 15 males and 14 females. Part 1c: Rationale The students at Sacred Heart will be competing in the National History Day competition. Some of the students have chosen to develop a website to demonstrate their research on this year’s theme Debate & Diplomacy: Successes, Failures, and Consequences. The students may represent their topic in a play, report, PowerPoint or a webpage. The contestants that choose a website are required to use Weebly to develop the website for the competition. The instruction of this workshop will help those students and other students that would like to know how to develop a website for other purposes. The students overwhelmingly do not have experience with Weebly and instruction in a workshop will assist the students in developing a web site in Weebly. The instructional strategies are 70% supplantive and 30% generative. The strategies are mostly supplantive because the learners do not have high prior knowledge, the task is simple and well-defined, the learners have a deadline, they share universal goals and there are external demands for competency. There is a larger percentage of supplantive strategies to allow the learners to conserver their cognitive capacity for acquiring the new skills, and the generative strategies are included to allow the learners to construct their own meanings from the instruction (Ragan & Smith, 2005). The major instructional strategy is 60% procedure and 40% problem solving. The instruction for the building of the webpage is more procedural because of the step by step process necessary for a webpage to be built and published. The problem solving portion is a sub strategy because the learners will combine the procedures and principles to design unique websites. The content that the learners insert into the webpage is the information that the students have researched for their history day topic. Determining which information to include and determining which information to include on the webpage requires problemsolving strategies. Part 2: Front-end Analysis 5
  • 7.
    Part 2a: NeedsAnalysis To determine the need for instruction on how to use the Weebly web design software, a survey was conducted on the students that will be participating in the history day competition. These students are the 7th and 8th grade students at Sacred Heart grade school. The results are as follows. Twenty-nine students responded to the questions. Part 2a.1: Needs analysis survey The motivation, preferences, attitude towards technology and existing skills were addressed in the survey. The survey can be accessed at the following link: http://www.surveymonkey.com/s/8CX67M2 Questions from the survey are below: 1. Do you know that the History Day competition requires the competitors to use Weebly to develop their websites? Yes No 2. Have you ever designed a web page? Yes No 3. Rate your skill level on the following Never tried   Learning How Microsoft Word Microsoft Excel Microsoft PowerPoint Internet Explorer Firefox Outlook e-mail Other e-mail File Management on a PC 4. Have you used Weebly to create a website? Yes No 5. Do you like using computers? Yes No 6. Do you own a computer at home? Yes No 7. What is your age? 12 6 Proficient
  • 8.
    13 14 1. 8. How oftendo you use a computer? Once a day More than once a day Less than once a day 9. How do you like to learn? Watching a PowerPoint or Video Listening Hands on Activities 10. Do you experience anxiety with new technology? Yes No 11. In a classroom do you like structured or exploratory lessons? 16. Would you attend an instructor-led Weebly training session? Structured Exploratory 12. Do you like working alone or in a group? Alone Group 13. Do you know what you will be putting on a webpage? Yes No 14. Do you think a workshop on how to use Weebly would be useful? Yes No 15. Do you like using the Sacred Heart Technology lab for learning? Yes No 16. Would you attend an instructor-led Weebly training session? Yes No 17. Would you rather have instruction for Weebly instructor-led or follow directions on the web? Instructor Web PART2a.2: Needs Analysis Data Report 7
  • 9.
    The survey containedthe following results: The survey included a question on whether the students were knowledgeable about the requirements for web development for the competition. This was asked to establish a background of the learners and their expectations. The students age is mostly 12 year olds 48.3%, 44.8% are 13 years old and 6.9% are 14 years old. The percentage of students who know that Weebly is to be used on the History day competition is 72.4% and those that do not is 27.6%. Are you aware of Weebly? No Yes 28% 72% Figure 1 – Do you know that Weebly will be used for web development? The use of the software to develop the webpage will require the students to have some experience with using a personal computer and the following questions were asked to determine their comfort and skill level on using a personal computer. The skill and comfort level of the learners for Microsoft Word 96.6%of the students thought it was easy, and 3.4% of the students are learning how, Microsoft Excel 48.3% of the students are learning how and 13,4 % thought it was easy. 93.1% were comfortable using PowerPoint and 6.9% identified with learning how to use it. 96.6% of the students are comfortable with Internet Explorer and 3.4% have never used the web browser. 41.4 % of the students have never used Firefox and 48.3% have used it and are comfortable with it. 6.9% of the students have used Outlook e-mail and 65.5% have never used it and 31% have used it. 55.2% of the students use another e-mail and 27.6% have never tried another e-mail and 34.5% are trying other emails. There are 58.6% that have never used file management on the PC and 27.6% are comfortable with 17.2% are learning file management. 8
  • 10.
    Computer Skills File Managementon a PC Other E-Mail Outlook E-Mail Proficient Firefox Learning How Internet Explorer Never Tried Microsoft Powerpoint Microsoft Excel Microsoft Word 0 20 40 60 80 100 120 Figure 2 – How comfortable are you with Microsoft Products? From the results of this survey the majority of the students are comfortable with using Internet Explorer and the Microsoft office products, PowerPoint and Word. The comfort and knowledge level is not as proficient for the Excel, Firefox. E-mail and file management. Overall the students skill set would not prevent them from training in Weebly software. 62.1% do not experience anxiety with new technology and 37.9% do. 100 80 60 40 20 0 No Yes Have you ever designed a web page? Figure 3 – Response to having designed a web page Only 7.1 % of the students have used Weebly to create a website and 92.9% have not. The majority of the students enjoy using computers, 96.6%, 82.2% own computers at home. The 48.3% of students use computers once a day 27.6% use a computer more than once a day and 24.1% use the computer less than once a day. To determine the type of instruction the students prefer the students responded that they prefer hands on activities overall with 72.4% responses, 20.7% prefer to watch a PowerPoint and 6.9% prefer to listen. 64.3% prefer exploratory lessons and 35.7% prefer structured. 64.3% prefer to work in groups and 35.7% prefer to work alone. . 62.1% do not know their content for their history day competition and 37.9% do have their content. 71.4% think a workshop on using the Weebly would be useful and 28.6% do not. 89.7% enjoy using the Sacred Heart 9
  • 11.
    Technology lab forlearning. 10.3% do not like the Sacred Heart technology lab. 62.1% would not attend an instructor led workshop and 37.9% would. Most of the students would prefer their instruction on the web 71.4% and 28.6% would rather have an instructor led workshop. 28.6% No Would Weebly Training be helpful ? Training be Yes No 71.4% Yes Figure 4 – Do you think Weebly training would be helpful? The results from this survey indicate that the students prefer to work in groups with hands on activities. They like the Sacred Heart technology lab. The majority does not have their content for their webpage and the majority would like a workshop on how to use the Weebly software, but they would prefer it on the web to being instructor-led. The small percentages of students that know how to use Weebly 7.1% indicate a need for training. Part 2b: Description of the Learning Context The training for the Weebly webpage design is in the Sacred Heart technology lab. The lab has 30 computers with Windows XP operating system. The server is running Windows 2003. The instructor has a Smartboard and document camera connected to the instructor workstation. There is also a connection for a laptop. The training will be given by the history teacher that is comfortable with technology and the technology laboratory. She is familiar with the students and is experienced in delivering instruction in the technology laboratory. The school is supportive of the instruction because the history day competition is important to the administrators and school supporters. Also, the administration is supportive of instruction in technology. Part 2b.1: Learning context Part 2b.2: Transfer context The students will be able to access the webpage that they develop in their workshop at their home computers. They will be able to work on their own at home with the handout from the workshop. The Weebly training website is also available from their home computer. 10
  • 12.
    Part 2c: Descriptionof the Learners The students are between the ages of 12 and 14 years old. Most of the students are in the 7th grade. The learners are an even mix of females and males. They are from families that are mostly Catholic, but also other religious backgrounds. The learners are more alike than different from one another. Most are from two parent families with both parents involved in the students’ education and extracurricular activities. The students mostly have access to technology and have cellular phones, apple MP3 players and video games such as X-Box PlayStations, Nintendo, and Wii’s. The students are competitive but are supportive of one another. Many of the students have been with the same classmates for at least seven years. The students are comfortable with each other. The history day competition is a requirement of the school and some students have mixed feelings about the competition. The majority of the students are motivated to learn and excel at school. 37.9% experience anxiety with technology. They are receptive to a workshop on Weebly, but prefer it to be web based. Part 3: Planning Part 3a: List of learning objectives 1.0 2.0 3.0 4.0 5.0 Learner will access and locate the National History Day Weebly web development site 1.1 When given access to the Internet Explorer Browser the Learner will locate the National History Day Weebly web development site Learner will locate and enter the Weebly signon information 2.1 Given the Weebly web signon site the Learner will locate and enter his/her new Weebly username 2.2 Given the Weebly web sign on site the Learner will locate and enter his/her new password 2.3 Given the Weebly web sign on site the Learner will locate and enter submit Learner will create a web site using Weebly 3.1 Given the Weebly development site the Learner will locate and enter the create a site tab 3.2 Given the create a site web page the learner will create a title for his/her website 3.3 Given the create a site web page the learner will locate and enter “Education” in the type of site 3.4 Given the create a site web page the learner will locate and enter webpage the learner will Locate and enter “class project” as the category 3.5 Given the create a site web page the learner will locate continue 3.6 Given the choose your domain webpage the learner will choose the subdomain of Weebly as the domain name 3.7 Given the subdomain category the user will create “History Day” with the learners initials 3.8 Given the domain name is entered the learner will locate and enter continue Learner will setup and revise site title format 4.1 Given the Weebly editor the learner will select Design options 4.2 Given the Design options the learner will select site title and enter a selected value Learner will setup and revise paragraph title format 5.1 Given the Weebly editor the learner will select Design options 11
  • 13.
    6.0 7.0 8.0 9.0 10.0 11.0 12.0 13.0 14.0 5.2 Given theDesign options the learner will select paragraph title and enter a selected value Learner will setup and revise paragraph text format 6.1 Given the Weebly editor the learner will select Design options 6.2 Given the Design options the learner will select paragraph text and enter a selected value Learner will setup and revise the link color format 7.1 Given the Design option the learner will select links 7.2 Given the links the learner will choose and apply a selected color Learner will select and choose the Design tab in the editor 8.1 Given the editor the learner will select the design tab and enter 8.2 Given the dropdown design themes the learner will select a theme 8.3 Given the selected theme the learner will select Preview theme 8.4 Given the selected theme the learner will choose select theme Learner will locate and select elements 9.1 Given the theme the learner will locate and select the elements tab 9.2 Given the elements tab the learner will locate and select the basics tab Learner will select the Title Text from the basics tab 10.1 Given the basic options the learner will select the Title text 10.2 Given the Title text the learner will select the title text to edit 10.3 Given the toolbar the learner will design the font or color of the text 10.4 Given the title text the learner will select the title text to delete Learner will create a picture in the paragraph 11.1 Given the Weebly editor the learner will select and insert a picture in the paragraph Learner will locate and select multimedia tab 12.1 Given the elements tab the learner will locate and select the multimedia tab 12.2 Given the multimedia tab the learner will locate and select Google maps 12.3 Given the webpage the learner will choose and insert the Google map into the editor Learner will locate and select the More tab 13.1 Given the More tab the learner will choose layout and locate and view the two column layout and the divider sections 13.2 Given the More tab the learner will choose fun and view the games 13.3 Given the More tab the learner will choose Misc and view the HTML code text 13.4 Given the More tab the learner will choose forms and view the contact, assignment and feed reader forms Learner will create pages 14.1 Given the Weebly editor the learner will select the pages tab 14.2 Given the manage pages web page the learner will create a page 14.3 Given the manage pages web page the learner will design a page by copying a page 14.4 Given the manage pages web page the learner will design the page through editing a page 13.5 Given the manage pages web page the learner will select to delete a page 13.6 Given the manage pages web page the learner will select to reorder the pages 13.7 Given the manage pages web page the learner will select save 12
  • 14.
    15.0 16.0 Learner will selectsettings 15.1 Given the Weebly editor the learner select settings 15.2 Given the settings web page the learner will locate the address and setting categories and recognize they may be edited 15.3 Given the Weebly editor the learner locates help and notes the information tab Learner will publish the website 15.1 Given the Weebly editor the learner will select Publish and enter Part 3b: Matrix of Objectives, Bloom's Taxonomy, and Types of Learning Objective Number (1) Bloom’s Taxonomy Classification (2) Type of Learning (4) Comprehension Strategy to be employed to teach the objective (3) Supplantive 1.0 Learner will Locate the Weebly web development site 1.1 When given access to the Internet Explorer Browser the Learner will locate the Weebly web development site 2.0 Learner will locate and enter sign on 2.1 Given the Weebly web signon site the Learner will locate and enter his/her new Weebly username 2.2 Given the Weebly web sign on site the Learner will locate and enter his/her new password 2.3 Given the Weebly web sign on site the Learner will locate and enter submit 3.0 Learner will create a website using Weebly 3.1 Given the Weebly development site the Learner will locate and enter the create a site tab 3.2 Given the create a site webpage the learner will create a title for their web site 3.3 Given the create a Comprehension Supplantive Procedure Comprehension Supplantive Procedure Comprehension Supplantive Procedure Comprehension Supplantive Procedure Comprehension Supplantive Procedure Comprehension Supplantive Procedure Comprehension Supplantive Procedure Synthesis Generative Problem- solving Comprehension Supplantive Procedure 13 Procedure
  • 15.
    site web pagethe learner will locate and enter “Education” in the type of site 3.4 Given the create a site web page the learner will locate and enter “class project” as the category 3.5 Given the create a site web page the learner will locate continue 3.6 Given the choose your domain web page the learner will choose the subdomain of Weebly as the domain name 3.7 Given the subdomain category the user will create “History Day” with the learners initials as the domain name 3.8 Given the domain name is entered the learner will locate and enter continue 4.0 Learner will setup and revise site title format 4.1 Given the Weebly editor the learner will select design options 4.2 Given the design options the learner will select site title and enter a selected value 5.0 Learner will select paragraph title 5.1 Given the Weebly editor the learner will select design options 5.2 Given the design options the learner will select paragraph title and enter a selected value 6.0 Learner will select paragraph text 6.1 Given the Weebly Comprehension Supplantive Procedure Comprehension Supplantive Procedure Applying Generative Procedure Comprehension Supplantive Procedure Comprehension Supplantive Procedure Applying Supplantive Procedure Applying Supplantive Procedure Applying Supplantive Problem-solving Applying Supplantive Procedure Applying Generative Problem-solving Applying Supplantive Problem-solving Applying Supplantive Procedure Applying Generative Procedure 14
  • 16.
    Editor the learnerwill select design options 6.2 Given the design options the learner will select paragraph text and enter a selected value 7.0 Learner will setup and revise the link color 7.1 Given the design option the learner will select links 7.2 Given the links the learner will choose and apply a selected color 8.0 Learner will select and choose the Design tab in the editor 8.1 Given the editor the learner will select the design tab and enter 7.2 Given the drop down design themes the learner will select a theme 7.3 Given the selected theme the learner will select Preview a theme 8.4 Given the Weebly editor the learner will choose select theme 9.0 Learner will locate and select elements 9.1 Given the theme the learner will locate and select the elements tab 9.2Given the elements tab the learner will locate and select the basics tab 10.0 Learner will select the title text from the basics tab 10.1 Given the basic options the learner will select the Title text 10.2 Given the title text the learner will select the title text to edit 9.3 Given the toolbar Applying Supplantive Problem-solving Evaluation Generative Problem-solving Applying Supplantive Problem solving Applying Generative Problem-solving Applying Generative Problem -solving Applying Generative Problem-solving Applying Generative Problem- solving Applying Supplantive Problem- solving Applying Supplantive Problem -solving Applying Generative Procedure Applying Supplantive Procedure Applying Supplantive Procedure Applying Supplantive Procedure Applying Supplantive Procedure Applying Supplantive Problem- solving Synthesis Supplantive Problem -solving 15
  • 17.
    the learner willdesign the font or color of the text 9.4 Given the title text the learner will select the title text to delete 10.0 Learner will create a picture in the paragraph 10.1 Given the Weebly editor the learner will select and insert a picture in the paragraph 12.0 Learner will locate and select the multimedia tab 12.1 Given the elements tab the learner will locate and select the multimedia tab 12.2 Given the multimedia tab the learner will locate and select Google maps 12.3 Given the webpage the learner will choose and insert the selected Google map into the paragraph 13.0 Learner will locate and select the more tab 13.1 Given the More tab the learner will choose layout and locate and view the two column layout and the divider sections 13.2 Given the More tab the learner will choose fun and view the games 13.3 Given the More tab the learner will choose Misc and view the HTML code test 13.4 Given the More tab the learner will choose forms and view Comprehension Generative Problem-solving Synthesis Supplantive Procedure Applying Generative Problem-solving Applying Supplantive Procedure Applying Supplantive Procedure Applying Generative Problem-solving Applying Generative Problem-solving Applying Supplantive Procedure Applying Supplantive Procedure Applying Supplantive Procedure Applying Supplantive Procedure Applying Supplantive Procedure 16
  • 18.
    the contact, assignment andfeed reader forms 14.0 Learner will create pages 14.1 Given the Weebly editor the learner will select create a page 14.2 Given the manage pages web page the learner will create a page 14.3 Given the manage pages web page the learner will design a page by copying a page 14.4 Given the manage pages web page the learner will design a page through editing a page 14.5 Given the manage pages web page the learner will select to delete a page 14.6 Given the manage web page the learner will select to reorder the pages 14.7 Given the mange pages web page the learner will select save 15.0 Learner will select settings 15.1 Given the Weebly editor the learner select settings 15.2 Given the settings web page the learner will locate the address and setting categories and recognize they may be edited 15.3 Given the Weebly editor the learner locates the help tab and notes the information tab 16.0 Learner will publish the web site Synthesis Generative Problem-solving Synthesis Generative Problem-solving Synthesis Generative Problem-solving Synthesis Generative Problem-solving Synthesis Generative Problem-solving Applying Supplantive Procedure Applying Supplantive Procedure Applying Supplantive Procedure Applying Supplantive Procedure Applying Supplantive Procedure Comprehension Supplantive Procedure Comprehension Supplantive Procedure Synthesis Generative Problem-solving 17
  • 19.
    16.1 Given theWeebly editor the learner will select Publish and enter Synthesis Generative Problem-solving Part 3c: ARCS table ARCS Motivational Strategies Plan Project Goal Statement: Learners will use components of Weebly elements, design, pages and setting to create an individual webpage. The content of the webpage will be the information for the history day competiton. ATTENTION A.1 Perceptual Arousal >Learners will view the winning history day websites for the junior and senior division for the 2010 competition A2. Inquiry Arousal > Learners will be asked which features that would include on their website to the websites they viewed A3. Variability >Learners will view short video on Weebly RELEVANCE R1. Goal orientation >Students will be able to access the webpage that has the class notes on it and the history day competition requirements. They will have access to the Weebly training available created for this workshop >Students will have a handout from the workshop that contains the screen prints with lines to take notes. R2. Motive matching >Learners have selected topics that they have an interest in for the competition and are able to select their web page content R3. Familiarity >The students will be able to apply their word processing and PowerPoint skills to the web development CONFIDENCE C1. Learning requirements >Student will have a check list and screen shots to follow >Students will have training videos to view C2. Success opportunities >Learners will be able to able to compare their web sites to others and the winning web sites to use those presentations as examples C3. Personal control >Students will have a rubric that will include the criteria their projects will be judged on by the history day judges SATISFACTION S1. Natural consequences >Learners will have learned to build a web page and that skill will be transferred to other courses they may take. S2. Positive consequences 18
  • 20.
    >Learner will beable to demonstrate their web pages to other class members and their families S3. Equity >Viewers will receive positive feedback from other classmates and from the teacher Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10), 1-8. Part 4. Instructor Guide • Trainer demonstrates the elements page • Trainer demonstrates the design page • Trainer demonstrates the create page • Trainer demonstrate the settings page Learner • Has screen shots for Weebly elementes, design, pages, and settings • Learner has checklist • Learner will access History day portal • Learner will modify title • Learner will choose design tab • and select design for webpage • Learner will choose element tab and modifiy text and fonts • Learner will choose pages tab • and add, arrange and delete pages Weebly Training Webpage Trainer I have designed a training website to use for developing a web site for the history day competition. The website can be found at http://tftesting.weebly.com. This website can be demonstrated using a Smartboard with a projector. The Weebly training website has been created to help students use Weebly to create a website for their History Day Entry. Prior to creating their website the students should have their content (Diplomacy and Debate) developed and their pictures and other images saved on a flash drive or their computer hard drive. Once the students are in Weebly it is hard to do a web search and place images into the Weebly site. The Website is constructed so the students can access the history day information concerning their web page entries, they can access winning web pages from 2009 and 2010. They can access a video that gives a background on Weebly and the features. The student can create their Weebly webpage entry for the History Day completion from this training website. The site features each of the sections used to create a webpage: Elements, Design, Pages, and Settings from the pages on this training website they can access videos that demonstrate how to use each section. Some of the videos are password protected. The signon to use the videos is tfroehlke the password is historyday. When you are viewing the webpage please make sure that each of the videos can be accessed. When demonstrating the use of Weebly: 1) First go to the home page 2) Have students view the guidelines for the webpage submission for the history day competition. 19
  • 21.
    3) Have thestudents view the introduction to Weebly video 4) Students can access the History Day portal from the training website 5) Once the students are on the webpage portal they will need to create a userid and password. They will need to remember both of these for future access to their site. 6) The students will be entering a title – this should be the title of their project 7) View the video on Design 8) Students will select the design page 9) View the video on Elements 10) Students will view the basic video on elements 11) View the video on text and photo editing and working with text 12) Students will insert a picture and edit the paragraph 13) View the video on two-column layout 14) Students can drag and drop a two column layout and 15) Students can drag and drop a picture 16) Students next view the uploading files, custom HTML and Navigating to maps 17) Students will create a file, insert custom HTML and navigate to maps based on the demonstration from the video. 18) The rest of the videos can be brought to the students attention creating slideshows and adding video can be additional features they may add later 19) Have students watch the video on creating pages 20) On pages the student places a name of the page in the box and must save to have the pages. 21) Pages can be deleted or copied. Most important to have the page name correct in the box. 22) IT IS VERY EASY TO DELETE THE WRONG PAGE. 23) Watch the video on settings and the publish video – the publish video is in the help section on the training webpage. 24) Have the students navigate to the settings if they want to change their title they may do it at settings 25) Have the students publish their websites. Part 5. Learner Content Part 5a. Learning materials You will be using Weebly to produce a webpage for the National History Day Competition. Before creating your own website you may view the training website at http://tftesting.weebly.com This site will demonstrate the signon and have the history day information in one area; you may also enter the history day portal from this site. Website Guidelines: 20
  • 22.
         Research your topicfirst. Have the worksheet that the history teacher provided completed before making your website. Have the content of your web site available to insert. Have the photos, documents, maps, or media clips saved to your computer or flash drive. Use a professional design Every element of the design should point back to your topic, thesis and or time period. The color, graphics, typeface should reflect your topic, thesis or time period. Signon Students entering the webpage competition must enter their webpage from the National History day web portal. This portal is supplied as a link in the training website. The signon for the site will require a user name and password. These are required for you to access your site, so write them down to remember them. The signon has an encryption code to enter as well. Once you have created a signon you are directed to the title of your webpage, this title will show up each time your site is accessed by others, so it should be the title of your project. Starting the webpage The webpage can be started from the edit menu that is displayed or you may choose a theme. I would suggest to pick a theme, a theme may be changed later but a theme will lay out the format of the webpage with a professional look. Elements The elements are a drag and drop feature. The elements are paragraph with a title, paragraph with a picture, picture, title, paragraph, two column layout, custom HTML, the other choices are not needed for this type of webpage they are used for webpages that are stores. Elements can be deleted by choosing the red x. Pictures are inserted from either pictures stored on the computer, your storage device, flash drive or you can search the internet. It is easier if you have your images saved to your computer before you begin your page. Design Design is where you will pick your themes. You may also modify the format of the text in this page. The titles and the paragraph text can be modified. The color of the link to other sites can also be modified. Pages Pages are the tabs that are displayed on your webpage. A new page is created by pressing the newpage tab. The name of the page needs to be entered on the name of page field and saved. Pages can be copied and deleted here. It is most important to notice the name of the page in the name field. This is the page that will be deleted, copied, named, You can get many home pages if the name is not changed. You can easily delete a page – make sure it is the right name of the page. The training website contains videos that demonstrate all the sections of Weebly. There are many advanced features that can enhance your webpages. The videos can demonstrate that for you. To view the videos you may need a name and password they will be supplied by your instructor. 21
  • 23.
    Checklist Prior to creatingthe website  Researched my topic  Supporting pictures, documents maps  I have viewed the intro video  I have viewed the winning entries from previous years Creating the website  I watched the video on theme selection  I have a theme selected  I watched the video on elements  I watched the video on text  I have modified the font to reflect my theme  I watched the video on pictures  I have inserted pictures  I watched the video on inserting HTML, maps and files  I have inserted maps if appropriate  I have watched the video on adding pages  I have added pages  I watched the video on setting  I watched the video on publishing  I published my website 22
  • 24.
    Part 5b. Formativeand/or Summative Assessment materials The history teacher will conduct the formative assessment by monitoring the student’s progress during the Weebly training workshop and during the class time allotted to working on their projects. The students will have a rubric for the history day webpage to follow as well as a checklist. Summative evaluation will be in the form of the completed Weebly webpage. A rubric (Appendix C) also will be used to assess the student’s history day competition entry. Part 5c. Technology Tool Justification The following table lists the technology resources that will be used in this project and the justification for their use. PCs running Microsoft XP Smartboard Weebly software Takeonthenet instructional videos LCD projector Weebly training site http://tftesting.weebly.com Platform that the presentation application and online demos are run Used to display Weebly training site Used for training site and development software Demonstrates each function of Weebly Displays the Weebly training site for the audience Central location of information and videos to teach Weebly Part 6. Formative Evaluation Plan Part 6a. Expert Review The subject matter expert that I have selected for my project is Cheri Workman, the 8 th grade history teacher at Sacred Heart. Her phone number is (208) 344-8311. She conducted the review on December 8, 2010. I reviewed the materials with her and she completed a survey with her comments. The survey is in Appendix D and can also be found at this link: http://bit.ly/fF6Vsp. She examined the instructional materials for completeness, accuracy and appropriateness. Part 6b. One-to-One Evaluation I conducted an one-to-one evaluation with one of the 7th grade students. The student did not find any typographical errors, unclear sentences, or mislabeled pages. The learner was able to understand the instruction and was able to know what to do on the website and was able to read the information available on the website. The student did not want to watch the instructional videos and wanted to be shown how to do the features of Weebly. The winning websites were motivating and were referred to by the student. Part 6c. Small Group Evaluation In a small group evaluation, I would observe 6 to 7 students that have various technological abilities. I would observe the group and help if the students had difficulty. 23
  • 25.
    What I wouldbe observing is if the students have the entry-level skills, did they succeed in the instruction, how long it took for instruction and how did the students react to the instruction. I would observe if the revisions from the one-on-one evaluation were satisfactory and if they experienced any negative feelings towards the instruction. The output from my small group evaluation will be a revision of my instruction based on time, performance and attitude data from members of the target audience. If I have any substantial problems I may need to conduct another small group evaluation with revised materials before conducting a field trial. Part 6d. Field trial I would conduct a field trial involving this year’s 29 students using Weebly to design their webpage. During the field trial I will determine whether the revisions during the small group evaluations are effective. It will be necessary to observe if there are any problems in the administration of the materials in a real educational environment. I will determine whether the instruction can be implemented as it was designed. I will determine if the learners attained the objectives of the lesson, whether the time estimates are accurate, and how the learners and the trainers feel about the lesson. I will document any changes that the instructors make in the instruction. Form the data that I collect the training can be improved for the student’s that will be using Weebly for web development next year. Part 7. Formative Evaluation Report Part 7a. Evaluation Survey or Rubric Cheri Workman, the history teacher at Sacred Heart was the subject matter expert on this project. She reviewed the project and submitted the survey that I had supplied; the survey can be viewed at the following link: Part 7b. Report the results of the expert review Mrs. Workman was complementary of the training site. The parts of the site that she found most beneficial were the guidelines for the history day competition, the winning entries from last year and the videos. She thought the videos explained how to use Weebly very well. Part 7c. Comments on Change When I spoke to Mrs. Workman, she first considered that the welcoming video to Weebly was too focused on the commercial aspects of using Weebly. I explained that the intent of the video was to motivate students to realize what is available on Weebly. She said she liked the video and it was motivating. She requested that I include a disclaimer that the Weebly site provided by the National History day is not the professional version and some of the features of Weebly that the video discusses are not available in the student version. I added that note to the web site. 24
  • 26.
    Part 8. AECTStandards Grid Professional Standards Addressed (AECT) The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work. Assignments meeting standard in whole or part Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) 1.1.1 Analyzing 1.1.2 Designing 1.1.3 Developing 1.1.4 Implementing 1.1.5 Evaluating 1.2 Message Design 1.3 Instructional Strategies 1.4 Learner Characteristics Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) 2.1 Print Technologies 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies 2.4 Integrated Technologies Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization 3.2 Diffusion of Innovations 3.3 Implementation and Institutionalization 3.4 Policies and Regulations X ID Projects 1 & 2 X X X X X ID Projects 1 ID Projects 1 & 2 ID Projects 1 & 2 ID Project 2 Selected Discussion Forums; ID Project 2 X X ID Project 2 ID Project 1 X X ID Project 02 Reading Quiz; ID Projects 1 & 2 X (all assignments) X (all assignments) X ID Project 2 X X ID Project 2 Standard 4: MANAGEMENT 4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management 4.2 Resource Management 4.3 Delivery System Management 4.4 Information Management Standard 5: EVALUATION 5.1 Problem Analysis 5.2 Criterion-Referenced Measurement 25
  • 27.
    5.3 Formative andSummative Evaluation 5.4 Long-Range Planning X ID Project 2 COURSE GOALS & OBJECTIVES The overall goal for the course is for each student to consider and use the systematic process of instructional design to create an instructional product. To achieve this goal, students will engage in activities that promote reflective practice, emphasize realistic contexts, and employ a number of communications technologies. Following the course, students will be able to: 1. Discuss the historical development of the practice of instructional design with regard to factors that led to its development and the rationale for its use 2. Describe at least two reasons why instructional design models are useful 3. Identify at least six instructional design models and classify them according to their use 4. Compare and contrast the major elements of three theories of learning as they relate to instructional design 5. Define “instructional design.” 6. Define the word “systematic” as it relates to instructional design 7. Define “learning” and synthesize its definition with the practice of instructional design 8. Relate the design of instruction to the term “educational (or “instructional”) technology” 9. Describe the major components of the instructional design process and the functions of models in the design process 10. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor) 11. Build an instructional design product that integrates major aspects of the systematic process and make this available on the web. a. Describe the rationale for and processes associated with needs, learner, context, goal, and task analyses i. Create and conduct various aspects of a front-end analysis ii. Identify methods and materials for communicating subject matter that are contextually relevant 26
  • 28.
    b. Describe therationale for and processes associated with creating design documents (objectives, motivation, etc.) i. Construct clear instructional goals and objectives ii. Develop a motivational design for a specific instructional task iii. Develop assessments that accurately measure performance objectives c. Select and implement instructional strategies for selected learning tasks i. Select appropriate media tools that support instructional design decisions d. Describe the rationale and processes associated with the formative evaluation of instructional products i. Create a plan for formative evaluation 12. Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. 13. Apply state and national content standards to the development of instructional products 14. Meet selected professional standards developed by the Association for Educational Communications and Technology 15. Use various technological tools for instructional and professional communication 27
  • 29.
    AECT STANDARDS (Applicableto EDTECH 503) 1.0 Design 1.1 Instructional Systems Design 1.1.a Utilize and implement design principles which specify optimal conditions for learning. 1.1.b Identify a variety of instructional systems design models and apply at least one model. 1.1.1 Analyzing 1.1.1.a Write appropriate objectives for specific content and outcome levels. 1.1.1.b Analyze instructional tasks, content, and context. 1.1.2 Designing 1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design. 1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning. 1.1.3 Developing 1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection). 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application. 1.1.4 Implementing 1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practical, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.5 Evaluating 1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction. 1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences. 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures. 1.3 Instructional Strategies 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations. 1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences. 28
  • 30.
    1.3.c Analyze theirselection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective. 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation. 1.4 Learner Characteristics 1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation. 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies. 1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies. 2.0 Development 2.0.1 Select appropriate media to produce effective learning environments using technology resources. 2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products. 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products. 2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products. 2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products. 2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products. 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio. 2.1 Print Technologies 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes. 2.1.4 Produce instructional and professional products using various aspects of integrated application programs. 2.3 Computer-Based Technologies 2.3.2 Design, produce, and use digital information with computer-based technologies. 3.0 Utilization 3.1 Media Utilization 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process. 3.1.2 Use educational communications and instructional technology (SMETS) resources in a variety of learning contexts. 29
  • 31.
    3.3 Implementation andInstitutionalization 3.3.1 Use appropriate instructional materials and strategies in various learning contexts. 3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts. 3.3.3 Identify strategies to maintain use after initial adoption. 4.0 Management (none specifically addressed in 503) 5.0 Evaluation 5.1 Problem Analysis 5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation). 5.2 Criterion-referenced Measurement 5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts. 5.3 Formative and Summative Evaluation 5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts. SMET = School Media & Educational Technologies 30
  • 32.
    Appendix A Weeblydevelopment flowchart for training site 31
  • 33.
  • 34.
    Appendix C Rubric forWeebly History Day Website Assessment area Above Expectations Meets Expectation Below Expectations History Day Content Has the required introduction, the topic relates to debate or diplomacy Webpage has introduction topics, opposing parties, success or failure, consequences of events, short and long term groups affected and conclusion Consistent with the time period and theme of the topic Somewhat related to debate or diplomacy Does not have anything to relate to debate or diplomacy Parts of the format are missing or incomplete the format is has most of the elements Many parts are missing Somewhat consistent with the time period and topic Consistent with the time period and theme of the topic- it is easy to read and adds to the format of the page Appropriate and correctly placed, adds to the website and consistent with the topic Relates to the theme and professional displayed Somewhat consistent, some area difficult to read Not consistent with time period or inappropriate them for example a picture of an island and the topic is income tax invasion Difficult and inappropriate for page History Day format Webpage theme Webpage font Webpage photographs Webpage format Some placement errors, pictures need editing adds to topic Absent or not corresponding to topic Did not use a professional layout Pages not related to information that is on the page Webpage grammar No spelling or grammar errors Webpage title Title is the topic for history day Professionally displayed but not consistent with theme Few errors in spelling or grammar Title somewhat related Webpage pages Able to navigate and the topic is correct for the page name Most pages are correct for information on 33 Many errors Title not appropriate Comments
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    Appendix D: SME survey…………………………………………………………..36 AppendixE: Lesson flowchart………………………………………………………37 Appendix F: Student Handout ……………………………………………………...38 34
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    Instructor Survey 1. Evaluationof the goals and objectives 1. Was the purpose of the project clearly stated? 5 6 2. Were the goals and objectives of the project clearly stated? 5 6 3. Were the goals and objectives achievable? 5 6 4. Were the goals, objectives and content consistent? 5 6 2. Training website 1. Was the training website difficult to navigate? 5 6 2. Were the links correct and working on the training website? 5 6 3. Was the website appealing? 5 6 4. Was the content appropriate for the students? 5 6 5. Is there anything that should be added to the site? 5 6 6. Should anything be deleted from the site? 5 6 Page 1
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    Instructor Survey 3. InstructorMaterials 1. Where the materials sufficient? 5 6 2. Was the flowchart easy to follow? 5 6 4. Student Materials 1. Was the student checklist helpful? 5 6 2. Were students able to use the website unassisted? 5 6 3. Were the screenshots helpful? 5 6 4. Is the rubric for the students congruent with the the goals and objectives for the course? 5 6 5. What are your overall comments? 5 6 Page 2
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    Building a Webpagewith Weebly Learner will access and locate the National History Day Weebly web development site When given access to the Internet Explorer Browser the Learner will locate the National History Day Weebly web development site Learner will locate and enter the Weebly signon information Given the Weebly web signon site the Learner will locate and enter his/her new Weebly username,password Given the Weebly web sign on site the Learner will locate and enter submit Learner will create a Weebly site Learner will set up and revise format Given the Weebly development site the Learner will locate and enter the create a site tab Given the create a site webpage the learner will create a title for their website Given the create a site webpage the learner will locate and enter "Education" in the type of site continue Given the Weebly editor the learner will select Design options Given the Design options the learner will select title and enter a selected value Learner will setup and revise paragraph title and text format Given the Weebly editor the learner will select Design options Given the Design options the learner will select title and enter a selected value Learner will setup and revise the link color format Given the Design option the learner will select links Given the links the learner will choose and apply a selected color Learner will select and choose the Design in the editor Given the Design option the learner will select links Given the links the learner will choose and apply a selected color Learner will locate and select elements Given the theme the learner will locate and select the elements tab Given the elements tab the learner will locate and select the basics tab Learner will select the Title Text from the basics tab Given the basic options the learner will select the Title text Given the Title text the learner will select the title text to edit Given the toolbar the learner will design the font or color of the text Learner will create a picture in the paragraph Given the Weebly editor the learner will create a picture in the paragraph Learner will locate and select multimedia tab Learner will locate and select the More tab Given the elements tab the learner will locate and select the multimedia ta Learner will create pages Given the More tab the learner will choose layout Given the More tab the learner will choose fun Given the multimedia tab the learner will locate and select Google maps Given the webpage the learner will insert the Google map Given the Weebly editor the learner will select the pages tab Given the Weebly editor the learner select settings Given the More tab the learner will choose forms Given the Weebly editor the learner will select Publish recognize they may be edited Given the manage pages webpage the learner will create a page Given the More tab the learner will choose Misc Learner will publish the web page Learner will select settings Given the manage pages webpage the learner will design the page through editing a page Given the Weebly editor the learner locates help and notes the information tab Given the manage pages webpage the learner will select to reorder the pages Given the manage pages webpage the learner will select save Buy SmartDraw!- purchased copies print this document without a watermark . Visit www.smartdraw.com or call 1-800-768-3729.
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  • 46.
    References National history day[National History Day competition rules for webpages]. Retrieved from http://www.nationalhistoryday.org/CategoryWebsite.htm Smith, P. L., & Ragan, T. J. (2005). Instructional design. Hoboken, New Jersey: John Wiley & Sons. Summers, R. Take on the Net [Weebly website tutorial]. Retrieved from http://www.youtube.com/watch?v=18JiQn_FWBU&feature=related Summers, R. (2010). Adding audio to your site. Retrieved from http://members.takeonthenet.com/lessons/weebly/21-addingaudio-to-your-site.html Summers, R. (2010). Adding google maps. Retrieved from http://members.takeonthenet.com/lessons/weebly/30-addinggoogle-maps.html Summers, R. (2010). Adding photos and text. Retrieved from http://members.takeonthenet.com/lessons/weebly.html: http://members.takeonthenet.com/lessons/weebly/08-addingphotos-and-text.html Summers, R. (2010). Animoto slide shows part 2. Retrieved from http://members.takeonthenet.com/lessons/weebly.html: http://members.takeonthenet.com/lessons/weebly/19-animotoslide-show-part-2.html Summers, R. (2010). Arranging the navigation. Retrieved from http://members.takeonthenet.com/lessons/weebly.html: http://members.takeonthenet.com/lessons/weebly/28-arrangingthe-navigation.html Summers, R. (2010). Changing your template. Retrieved from http://members.takeonthenet.com/lessons/weebly.html: http://members.takeonthenet.com/lessons/weebly/17-changingyour-template.html Summers, R. (2010). Creating new web pages. Retrieved from http://members.takeonthenet.com/lessons/weebly.html: http://members.takeonthenet.com/lessons/weebly/05-creatingnew-web-pages.html Summers, R. (2010). The element tab. Retrieved from http://members.takeonthenet.com/lessons/weebly.html: http://members.takeonthenet.com/lessons/weebly/03-theelements-tab.html Summers, R. (2010). . Retrieved from http://members.takeonthenet.com/lessons/weebly.html: http://members.takeonthenet.com/lessons/weebly/18-animotoslide-show-part-1.html Summers, R. (2010). Photo editing. Retrieved from http://members.takeonthenet.com/lessons/weebly.html: http://members.takeonthenet.com/lessons/weebly/09-photoediting.html Summers, R. (2010). Publishing your site. Retrieved from http://members.takeonthenet.com/lessons/weebly.html: http://members.takeonthenet.com/lessons/weebly/07-publishingyour-site.html
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    Summers, R. (2010).Selecting the template. Retrieved from http://members.takeonthenet.com/lessons/weebly.html: http://members.takeonthenet.com/lessons/weebly/04-selecting-atemplate.html Summers, R. (2010). The settings tab. Retrieved from http://members.takeonthenet.com/lessons/weebly.html: http://members.takeonthenet.com/lessons/weebly/06-thesettings-tab.html Summers, R. (2010). Uploading files. Retrieved from http://members.takeonthenet.com/lessons/weebly.htm: http://members.takeonthenet.com/lessons/weebly/15-uploadingfiles.html Summers, R. (2010). Using a full page layout. Retrieved from http://members.takeonthenet.com/lessons/weebly.html: http://members.takeonthenet.com/lessons/weebly/14-using-afull-page-layout.html Summers, R. (2010). Using a multiple column layout. Retrieved from http://members.takeonthenet.com/lessons/weebly/13-using-amultiple-column-layout.html Summers, R. (2010). Using a two column layout. Retrieved from http://members.takeonthenet.com/lessons/weebly.html: http://members.takeonthenet.com/lessons/weebly/12-using-a-twocolumn-layout.html Summers, R. (2010). Using custom html. Retrieved from http://members.takeonthenet.com/lessons/weebly.html: http://members.takeonthenet.com/lessons/weebly/16-usingcustom-html.html Summers, R. (2010). Working with text. Retrieved from http://members.takeonthenet.com/lessons/weebly.html: http://members.takeonthenet.com/lessons/weebly/10-workingwith-text.html Weeby web creation made easy. Retrieved from http://www.weebly.com/ 1