Edtech503 final project

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
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
6.2 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
web sign on site the
enter his/her new
password
web sign on site the
enter submit
3.0 Learner will create
a website using
Weebly
development site the
enter the create a site
tab
3.2 Given the create a
site webpage the
learner will create a
title for their web site

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
site web page the
enter “class project” as
the category
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
enter continue
4.0 Learner will setup
and revise site title
format
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
select paragraph title
and enter a selected
value
paragraph text

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 paragraph text
and enter a selected
value
7.0 Learner will setup
and revise the link
color
option the learner will
select links
7.2 Given the links the
learner will choose and
apply a selected color
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
choose select theme
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
the title text from the
basics tab
10.1 Given the basic
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
a picture in the
paragraph
select and insert a
picture in the
paragraph
and select the
multimedia tab
12.1 Given the
elements tab the
select the multimedia
tab
12.2 Given the
multimedia tab the
select Google maps
12.3 Given the
webpage the learner
will choose and insert
the selected Google
map into the paragraph
and select the more
tab
13.1 Given the More
choose layout and
locate and view the two
column layout and the
divider sections
13.2 Given the More
choose fun and view
the games
13.3 Given the More
choose Misc and view
the HTML code test
13.4 Given the More
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
pages
select create a page
14.2 Given the manage
pages web page the
learner will create a
page
pages web page the
learner will design a
page by copying a
page
pages web page the
learner will design a
page through editing a
page
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
settings
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
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

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
design page
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
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.

12/10/2010

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5

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/19-animotoslide-show-part-2.html
Summers, R. (2010). Arranging the navigation. Retrieved from
http://members.takeonthenet.com/lessons/weebly/28-arrangingthe-navigation.html
Summers, R. (2010). Changing your template. Retrieved from
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/05-creatingnew-web-pages.html
Summers, R. (2010). The element tab. Retrieved from
http://members.takeonthenet.com/lessons/weebly/03-theelements-tab.html
Summers, R. (2010). . Retrieved from
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/09-photoediting.html
Summers, R. (2010). Publishing your site. Retrieved from
http://members.takeonthenet.com/lessons/weebly/07-publishingyour-site.html

Summers, R. (2010). Selecting the template. Retrieved from
http://members.takeonthenet.com/lessons/weebly/04-selecting-atemplate.html
Summers, R. (2010). The settings tab. Retrieved from
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/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/12-using-a-twocolumn-layout.html
Summers, R. (2010). Using custom html. Retrieved from
http://members.takeonthenet.com/lessons/weebly/16-usingcustom-html.html
Summers, R. (2010). Working with text. Retrieved from
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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