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Descriptive Paper WBLS
Descriptive Paper WBLS
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Descriptive Paper WBLS
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Descriptive Paper
Web-based Learning Systems
Tamela Anderson
WBLS - Copley Cohort
University of Akron
Spring 2011
Table of Contents
Vocabulary Building WebQuest URL- http://gozips.uakron.edu/~tmg6/wblswebquestintro.html
Description of the Web-based Learning System ---------------------------------------------------3
Design and Development Process
Instructional Strategy Plan ISP--------------------------------------------------------------11
Task Analysis Report TAR-------------------------------------------------------------------13
Scenarios-------------------------------------------------------------------------------------------23
User Interface Report USI-------------------------------------------------------------------26
Description of Implementation and Evaluation
Expert and User Review Report--------------------------------------------------------------29
Usability Test Report----------------------------------------------------------------------------32
Formative and Summative Evaluation Plans----------------------------------------------34
Reflection----------------------------------------------------------------------------------------------------37
DESCRIPTION OF WEB-BASED LEARNING SYSTEM
Background Information
Since I work with high school students who have reading and math learning disabilities, I have chosen to create a WBLS for the English 9 class focusing on their reading skills. Most of these students are between the ages of fourteen and sixteen. All but one student is currently in the 9th grade. The high school English curriculum involves a variety of short stories, poems, and dramas. The text books are written at a 9th grade reading level. Most of my students have reading levels between 5th- 7th grade. Hence, working thorough the curriculum independently is frustrating and fairly nonproductive. Every aspect of reading requires additional support for one or all of my students.
Generally speaking, reading involves many subskills; many of which circumscribe mastering vocabulary. Oral reading includes recognizing letter patterns, associating sound with these patterns, and recalling the various combinations. Comprehension, or connecting a meaning with the current words, takes place during and after reading. Recognizing, recalling, and properly defining are just some of the subskills necessary for spelling acquisition and comprehension. All of my students are weak in one or more of these areas. Vocabulary development is such a crucial element in the process that I am planning to develop a WBLS to address various aspects of the learning process in hopes of positively impacting their reading comprehension skills. All of these students with learning disabilities have one or more of these areas addressed on their IEPs (Individual Education Plan).
Learning Objectives
1. After instruction, the students will recognize, and pronounce, and correctly define eight out of ten new multisyllabic sight words found in the 9th grade curriculum.
2. During or after reading a passage of 100 words or less, the students will be able to discriminate the proper contexts for eight out of ten vocabulary words.
3. The students will correctly spell eight out of ten new vocabulary words.
Problem Analysis
Actuals
Gap
Optimals
Oral reading:
Below grade level or lack of decoding skills and limited sight word vocabularies.
Students will improve sight word vocabularies for reading the 9th grade curriculum.
Students with learning disabilities in the class read below grade level.
Students with learning disabilities have limited sight word vocabularies that hinder oral reading.
The students with learning disabilities do not know how to pronounce many new multisyllabic words.
Reading Comprehension:
Application and recognition skills of vocabulary within proper contexts are weak.
Students will associate the words with their definitions while reading in the 9th grade curriculum.
The students with learning disabilities are unable to comprehend the texts because most of the effort is focused on decoding words while reading orally.
The students with learning disabilities do not recognize words used appropriately and inappropriately in sentences.
Spelling:
Recall of letter combinations is weak.
Students will independently recall the proper spellings of words.
Students with learning disabilities do not spell new vocabulary correctly.
Problem Statement: Many students with learning disabilities are reading below grade level and unable to comprehend the materials used in the classroom instruction. These students do not have the skills needed to orally read, comprehend, and spell unfamiliar words encountered while reading. They need practice beyond the basic knowledge of memorizing vocabulary words and definitions in order to create sentences with the words used correctly.
Data Collection: Ten years of observations, experiences with students with reading disabilities, personal interviews, and statistical data have been collected to analyze the problem.
Rationale: All students with learning disabilities are capable of learning. They just learn in different ways. Multiple activities provided in a WBLS will allow students to work on their area of weakness in a more private manner, if they so choose.
WBI is solution: Since students with learning disabilities learn at different rates, the WBI will allow students to progress at their own pace through the material. It also provides a safe environment for practicing the vocabulary words multiple times without embarrassment. Additionally, the online environment allows access to multimedia for a variety in reinforcement techniques. Using the mouse and keyboard are ways of making this material more interactive for the student. Hence, the students with learning disabilities will work on their IEP goals and objectives in ways that suit their personal learning styles and needs.
INSTRUCTIONAL SITUATION ANALYSIS
1. Instructional Goal
While reading a passage aloud, the students will be able to recognize, correctly pronounce, and retain the definitions of new vocabulary words encountered in context in order to attach meaning to the word, sentence and passage as a whole. The students will also be able to generate sentences with the words used appropriately and spelled correctly.
Outcome level
The students will be able to state, discriminate, identify, apply, and generate independently at least 80% of the new skills taught.
2. Instructional Context
Organizational infrastructure There are nine computers in the split classrooms and two computer labs in media center that can be scheduled. Approximately 50% of students have computer access in the home. At school, all students have access to Google docs and email in addition to the standard programs on the computers. Yet, not all students are familiar with how to logon and access these features. The high schools Internet browser is Internet Explorer.
Allocation and competencies of personnel- In addition to me, the students have access to other teachers who have all had shared technology training with our laptop program. Some teachers who work in the business and science department are highly trained in a variety of technologies. The district also has a tech team whose offices are located in the high school. Administration supports using technology in the classroom.
Learner Location and technology- Learners all attend Copley High School. Copley is a suburban area. Updated hardware and software programs are available in networked labs and classrooms.
3. Learners
The learners will be ninth grade students receiving specialized instruction in the English classroom due to reading disabilities.
General characteristics of students in Special Education English 9
Gender: 7 females, 11 malesEthnicity: 1 German, 1 Jew, 7 African American, 11 Caucasian Age: most are 14-15 and one 16General Ability: All students have a reading disability making progress in the general education classroom difficult. Difficulties include oral reading, reading comprehension, and writing skills.
Education level- 16 9th graders, 1 10th graderWork experience- noneReading level- Reading levels vary from 3rd to 8th grade, with most falling in the 5th 7th grade range.
Motivations:
The boys have a wide variety of interests including: anime, Marvel cartoon characters, monkeys, band or other musical endeavors, drawing, video games, ninjas, martial arts, baseball, football, basketball, and other sports as well as many outdoor activities.The girls interests include: riding horses, shopping at the mall, singing, listening to music, attending church and church activities, performing dramas, social networking, cheerleading, and supporting sporting events.
Aspirations for these students include: graduating high school, finding employment, attending college, living independently, owning their own businesses, finding a spouse, starting families, owning homes, vehicles, and large toys.
These students have struggled academically for approximately ten years. Completing school work is not something that comes easy to them. They must work extra hard in order to achieve the same level of learning as fellow peers. Only about four students in this group are intrinsically motivated. The rest are appear more externally motivated. Most still would like to please the teacher by following directions and completing the given assignments. All will work for tangible rewards. For most, grades are only slightly motivational. Only one does not seem to be motivated to attend school or attend to any educational instruction.
Prior knowledge:
All students are familiar with content and educational expectations encountered in a typical classroom, though levels of compliance may vary.
All of the students in this Special Education classroom have some communication deficits. Most students have difficulty expressing their ideas in writing as well as writing in a manner that others understand what they are trying to communicate. Even their verbal communication can be difficult for others to understand because they do not always think and speak in complete sentences or thoughts. The sequencing of letters, words, and ideas often get mixed up during writing as well as conversations. Poor listening and processing skills sometimes hinder their comprehension of conversations or other verbally presented materials.
Technical skills:
Most students have taken keyboarding classes. Only a couple are fluent. A few still prefer the one finger stroke style. Most students are comfortable using Microsoft Word or PowerPoint on school computers and printing. Only a few have had other computer classes for programs such as excel. As far as being familiar with different file types, most students are acquainted with word documents or PowerPoints. Maybe two students are familiar with .pdfs and .jpegs. Most students are at least moderately to very familiar with email and chatting through Facebook or AIM (although these are not permitted on school computers due to filters.) Most students are probably not as familiar with threaded discussions, blogs, or Google Apps. The students seem very proficient at surfing the Internet for things that are of personal interest. Yet, navigating and searching is more difficult due to underdeveloped synonym and reading skills. These students struggle completing scholarly research.
Abilities and disabilities
All of these students have as least a reading disability. Some have other learning disabilities and ADHD. One has Aspergers. Two students wear glasses. One has a barely noticeable speech impediment. No other impairments or disorders are known.
Other learner characteristics
This group of students tends to be very verbal, preferring not to write. Two or three students are so verbal they monopolize class discussions. One is withdrawn 90% of the time and misses a lot of school. Most of these students are very motivated by teacher approval and strive to please. About five struggle with appropriate responses in social situations and anger control issues.
As far as learning styles are concerned, most students need information presented with a combination of verbal and kinesthetic activities for piqued interest and future mastery. Many enjoy listening to music while studying. Using bright colors, hands-on activities, and technology draws some students out of their shells. Half of the students suffer from test anxiety, and fear of academic failures. This year, one female has experienced separation anxiety from her mother.
4. Instructional Content Analysis
Skills learner must perform to achieve instructional goal:
1. Recognize letter combinations as words
2. Pronounce letter combinations/ words correctly
3. Remember definitions while reading
4. Connect definitions to meaning of passage
5. Write complete sentences
6. Discriminate proper usage in context
7. Recall correct spellings
Learning Task Map
Learning Goal:
While reading, the students will recognize, pronounce, and define words in context to give meaning to the passage. The students will also write sentences with these words used and spelled correctly.
Skill 3.0:
Spelling
Skill 2.0:
Reading Comprehension
Skill 1.0:
Oral Reading
Subskill 1.1:
Recognize letter combinations as sight words
Subskill 3.1:
Recall correct spellings
Subskill 2.1:
Remember definitions while reading
Subskill 1.2:
Pronounce letter combinations/ words correctly
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - -- - - - -- - -
Subskill 0.2:
Letter awareness
TASK OBJECTIVE ASSESSMENT ITEM BLUE PRINT
LEARNING TASK ITEM AND NUMBER
OBJECTIVE
OUTCOME LEVEL
ASSESSMENT ITEM
Goal: Recognize words in context and write sentences using vocabulary correctly in context.
The students will write sentences with eight out of ten new vocabulary words spelled correctly in context.
Intellectual Skill
High order rules : Generate
Fact or Crap sentences
LEARNING TASK ITEM AND NUMBER
OBJECTIVE
OUTCOME LEVEL
ASSESSMENT ITEM
Skill 1.0
After instruction, the students will recognize, and pronounce, and correctly define eight out of ten new multisyllabic sight words found in the 9th grade curriculum.
Higher order rules: Generate
Listening and Oral practice
Subskill 1.1
Discrimination: Discriminate
Listening and Oral reading test
Subskill 1.2
Rule-using:
Apply
Oral Reading test
LEARNING TASK ITEM AND NUMBER
OBJECTIVE
OUTCOME LEVEL
ASSESSMENT ITEM
Skill 2.0
During or after reading a passage of 100 words or less, the students will be able to discriminate the proper contexts for eight out of ten vocabulary words.
Higher order rules: Generate
Family sentences
Subskill 2.1
Concrete concepts:
Classify
Johnnys sentences
Subskill 2.2
Higher order rules:
Generate
Fact or Crap Comprehension test
LEARNING TASK ITEM AND NUMBER
OBJECTIVE
OUTCOME LEVEL
ASSESSMENT ITEM
Skill 3.0
The students will correctly spell eight out of ten new vocabulary words.
Concrete Concepts:
Identify
Typing practice
Subskill 3.1
Discrimination:
Discriminate
Oral Spelling test
DESIGN AND DEVELOPMENT PROCESS
Instructional Strategy Plan (ISP)
Orientation to Learning
Instructional Strategies
1. Provide an overview
Welcome to Course
Overview of Course
Instructor Biography w photo
2. State the objectives
List of Vocabulary learning goals and objectives
State standards
Discussion board Introduce yourself
3. Explain relevance of instruction
Video or PowerPoint showing importance of how vocabulary impacts reading and reading skills impact future
Graphic organizer for skills involved in vocabulary acquisition
4. Assist learner recall of prior
knowledge, skills, and experiences.
Discussion board question(s) about personal vocabulary acquisition history
Collaborated list of favorite words
What would you do? Case Study
5. Provide directions on how to start,
navigate and proceed through the
unit instruction
Site map
Checklist of Activities
Directions for navigating
Other help links?
Instruction on the Content
Instructional Strategies
1. Present instructional content
WebQuest
Inquiry-based learning-search story for 10 unfamiliar words
How many definitions?
Any homophones?
Reading assignments-find words in context
Websites-dictionary.com, etc. for definitions and pronunciations
Modeling
Use synonyms in story
Collaborative learning situations
Interview people for proper usage and share.
Words in sentences to share
Games
2. Provide learning cues
Highlight key information visually/audibly
Emphasize text
Hyperlinks to appropriate websites
Enriching discussion board questions
Email assistance
3. Present opportunities for practice
WebQuest
Practice activities
MadLib style-synonym replacement
Keyboarding-type 10 times
Reciprocal teaching
Fact or Crap for peers
Collaborative learning situations
4. Provide feedback on practice performance
Feedback from peers and teacher
Discussions on discussion board
5. Provide review and close the unit of
instruction
Reflection on discussion board
Review vocabulary acquisition process and activities corresponding to process steps
Measurement of Learning
Instructional Strategies
1. Assess performance
Discussion board questions
Collaborative learning experiences
Matching quiz
Student produced writing
2. Advise learner of performance scores
Rubric and grade on student writing samples
Grades posted online or emailed
Summary and Close
Instructional Strategies
1. Enhance and enrich learning
Encourage learners to search for vocabulary words in other contexts
Encourage learners to look for same word with different meanings in other contexts (their favorite magazine or sports write up)
2. Provide remediation for unmet objectives
Further research for examples of in-context usage
Encourage the learners to play games and return to websites
Encourage students to ask for examples of correct usage from family and friends
3. Provide opportunities for retention
Review learning process
Review strengths and weaknesses of online learning unit
Reward future usage in f2f class or electronic communications
Vocabulary Development INITIAL Task List
Using my WBLS, the student can
Awareness - Background Information
Log on to computer
Locate Ms. Andersons English 9 Website
Read the goals, objectives, and state standards pertaining to Vocabulary Development
Locate helps and instructions for website
Read biographies about Ms. Anderson and peers
Log into Google Apps with ID and password
Type an introduction biography
View PowerPoint or video
View graphic organizer
Content
Read and follow Instructions
List unfamiliar vocabulary words from story
Listen to the pronunciation of chosen vocabulary words
Pronounce words aloud
Locate website with dictionary capabilities from given link list
Search vocabulary terms in given website
Read all definitions
Recognize parts of speech needed for particular chosen word
Determine which definition applies to their context
Understand the words in context by searching for multiple contexts using key word to search for websites
Search thesaurus for synonyms online
Read teacher provided example of synonyms used in a story
Ask friends/family to use vocabulary correctly in a sentence
Write f/f examples down
Distinguish their words used appropriately/inappropriately in context
Formulate complete sentences
Write a story with synonyms
For spelling, identify syllables, view word on screen and use keyboard to type word
Communication
Locate Google Aps login page
Log in to Google Apps with userID and password
Locate shared word documents
Use functions to contribute to documents
Post responses to teacher posted questions
Post responses to peers
Attach files to postings
Email instructor and fellow students
Read emails from teacher and peers
Participate in online provided assessments
Help
View site map
Read directions for site navigation
Locate list of activities
Email tech support
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Vocabulary Development Functional Requirement List
On this website, the user needs the ability to
AWARENESS - BACKGROUND INFORMATION
Log on to computer
Locate Ms. Andersons English 9 Website
Read the goals, objectives, and state standards pertaining to Vocabulary Development
Locate helps and instructions for website
Read biographies about Ms. Anderson and peers
Log into Google Apps with ID and password
Type an introduction biography
View PowerPoint or video
View graphic organizer
CONTENT
Read and follow Instructions
List unfamiliar vocabulary words from story
Listen to the pronunciation of chosen vocabulary words
Pronounce word aloud
Locate website with dictionary capabilities from given link list
Search vocabulary terms in given website
Read all definitions
Recognize parts of speech needed for particular chosen word
Determine which definition applies to their context
Understand the words in context by searching for multiple contexts using key word to search for websites
Search thesaurus for synonyms online
Read teacher provided example of synonyms used in a story
Ask friends/family to use vocabulary correctly in a sentence
Write f/f examples down
Distinguish their words used appropriately/inappropriately in context
Formulate complete sentences
Write a story with synonyms
For spelling, identify syllables, view word on screen and use keyboard to type word
COMMUNICATION
Locate Google Aps login page
Log in to Google Apps with userID and password
Locate shared word documents
Use functions to contribute to documents
Post responses to teacher posted questions
Post responses to peers
Attach files to postings
Email instructor and fellow students
Read emails from teacher and peers
Participate in online provided assessments
HELP
View site map
Read directions for site navigation
Locate list of activities
Email tech support
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Vocabulary DevelopmentPrioritized Functional Requirement List
C = Core
I = Important
N = Nice to Have
*************************************************************************************
On this website, the user needs the
Awareness - Background Information
I = Ability to read biographies about Ms. Anderson and peers
I = Ability to read the goals, objectives, and state standards pertaining to Vocab. Development
C = Ability to locate helps and instructions for website
I = Ability to type an introduction biography
I = Ability to view PowerPoint or video
I = Ability to view graphic organizer
CONTENT
C = Ability to read and follow Instructions
C = Ability to skim a story
C = Ability to list unfamiliar vocabulary words from story
C = Ability to choose unfamiliar words from text
C = Ability to type a list in online environment
I = Ability to listen to the pronunciation of chosen vocabulary words
C = Ability to search key term in given website
I = Ability to listen to pronunciation
C = Ability to distinguish articulated syllables and intonations
I = Ability to pronounce word
I = Ability to repeat pronounced word aloud
C = Ability to look up definitions of their words
C = Ability to search key term in given website
I = Ability to read all definitions
N = Ability to recognize parts of speech
I = Ability to distinguish which definition applies to their context
C = Inclination to understand their words in context
I = Ability to search for multiple contexts using key word search for websites
I = Ability to search thesaurus for synonyms online
C = Ability to list synonyms for chosen vocabulary words
I = Ability to read teacher provided example of synonyms used in a story
I = Ability to ask friends/family to use vocabulary correctly in a sentence
I = Ability to write f/f examples down
C = Ability to distinguish their words used appropriate/inappropriate in context
C = Ability to write words in context
I = Ability to formulate complete sentences
C = Ability to use vocabulary in correct context
N = Ability to write a story with synonyms
I = Ability to recall spelling
I = Ability to visually discriminate letter sequences for syllables
C = Visual indication of word on screen
C = Ability to use keyboard to type word
C = Inclination to Communication through Google Apps
C = Ability to locate Google Aps login page
C = Ability log in to Google Apps with userID and password
I = Ability to locate shared word documents
C = Ability to use functions to contribute to documents
I = Ability to post responses to teacher posted questions
I = Ability to post responses to peers
I = Ability to attach files to postings
N = Ability to email instructor and fellow students
C = Ability to participate in online provided assessments
I = Ability to locate Helps
N = Ability to view site map
N = Ability to read directions for site navigation
C = Ability to locate list of activities
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Vocabulary Development by Frequency and Commonality
C= Core
i = important
n = nice to have
******************************************************************************Frequent by Many
I = Ability to type an introduction biography
I = Ability to view PowerPoint or video
C = Ability to list unfamiliar vocabulary words from story
C = Ability to choose unfamiliar words from text
C = Ability to type a list in online environment
C = Ability to look up definitions of the words
I = Ability to write friends/family examples down
I = Ability to formulate complete sentences
C = Visual indication of word on screen
C = Ability to use keyboard to type word
C = Ability to use functions to contribute to documents
N = Ability to view site map
Frequent by Few
I = Ability to view graphic organizer
I = Ability to listen to the pronunciation of chosen vocabulary words
C = Ability to search key term in given website
I = Ability to repeat pronounced word aloud
I = Ability to search for multiple contexts using key word search for websites
C = Ability to list synonyms for chosen vocabulary words
C = Ability to distinguish their words used appropriate/inappropriate in context
I = Ability to visually discriminate letter sequences for syllables
Occasional by Many
I = Ability to read biographies about Ms. Anderson and peers
I = Ability to read the goals, objectives, and state standards pertaining to Vocab. Development
C = Ability to read and follow Instructions
C = Ability to skim a story
I = Ability to listen to pronunciation
C = Ability to distinguish articulated syllables and intonations
I = Ability to read all definitions
I = Ability to distinguish which definition applies to their context
C = Inclination to understand their words in context
I = Ability to read teacher provided example of synonyms used in a story
C = Ability to write words in context
C = Ability to use vocabulary in correct context
C = Ability to locate Google Aps login page
C = Ability log in to Google Apps with userID and password
C = Ability to participate in online provided assessments
I = Ability to locate Helps
N = Ability to read directions for site navigation
C = Ability to locate list of activities
Occasional by Few
C = Ability to locate helps and instructions for website
I = Ability to pronounce word
N = Ability to recognize parts of speech
I = Ability to search thesaurus for synonyms online
I = Ability to ask friends/family to use vocabulary correctly in a sentence
N = Ability to write a story with synonyms
I = Ability to recall spelling
C = Inclination to Communication through Google Apps
I = Ability to locate shared word documents
I = Ability to post responses to teacher posted questions
I = Ability to post responses to peers
I = Ability to attach files to postings
N = Ability to email instructor and fellow students
^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^
Task Flow Chart
Main WebQuest page
Navigate to Intro, Task, Process, Resources, Evaluation, Conclusion pgs
Log into Google Apps
Google Apps
Create and view Word Docs, Email, PP, Excel, videos
Log off computer
RESOURCES
PROCESS
Navigate to External Links
CONCLUSION
EVALUATION
TASK
INTRODUCTION
Navigate to English 9 Homepage Vocabulary Unit
Turn on Computer
Navigate to Ms. Andersons website
Logon to Computer
Scenarios for Design
Based on what you developed in the task and functional requirements lists, please write two scenarios for ways in which your users will learn and interact in the WBLS.
For scenario 1 envision a student who is in a hurry and wanting to be as efficient as possible in an individual learning task.
Background and purpose:
Ms. Anderson who teaches English 9 wants to provide instruction with extra support to her students who have learning disabilities through an online website. She wants the students to be able to view materials multiple times, experience audio and visually enhanced information, as well as collaborate and communicate with each other while completing assignments.
The basic functions the student needs are:
1. An area for communicating with Ms. Anderson and peers for posting questions and receiving feedback including emailing capabilities.
2. A resource area for working collaboratively on projects with peers.
3. An online area for accessing the curriculum and its enhancements (audio, video, links, etc.)
Scenario 1
Today Scott, one of Ms. Andersons students, has limited time to complete his assignments. Hence, he will be trying to work through the provided materials as swiftly as possible. He knows everything is accessed through Ms. Andersons website and he must complete Day 1 activities in the WebQuest. First Scott must type in his student ID and password in order to logon to the computer. After navigating to Ms. Andersons website, Scott uses the navigation bar on the left side of the page to go directly to the instruction page for Day 1 of the WebQuest. He bypasses reading the welcome page with goals, objectives, and standards. He then skims Ms. Andersons biography. Noting that his first assignment is to write a biography on Google Apps, he immediately clicks the link that takes him to the Google Apps logon screen without really reading the instructions thoroughly. As expected, Scott quickly types in his ID and password. Once inside Google Apps, he clicks on the Google docs icon which is immediately followed by clicking on Create New button in the upper left corner. Scott then proceeds to type a three paragraph biography. He then clicks on the Share button in the top right corner. He sends a copy to Ms. Andersons email and closes the box. He returns to the Day 1 Instruction page where he quickly clicks on the class blog link. After reading the first peers biography, he types short responses to the two questions posted by Ms. Anderson. He doesnt have time to do more now, but makes a mental note to come back and read his other peers bios. He exits by closing two screens with the X in the upper right hand corner. Scott then logs off the computer with two swift clicks.
For Scenario 2 envision a student who wants to have an efficient and effective collaborative work with his/her teammates in the WBLS and achieving at a high level of performance. Of course we all are both those people but for purposes of the scenarios and our design work try to highlight these aspects of how people work.
Scenario 2
John is a 9th grade student who is using the Webquest created by Ms. Anderson to enhance his vocabulary. He chooses to log on to the computer using his ID and password first. Then he navigates to Ms. Andersons website. Viewing the instruction page for the weeks assignments, he realizes he needs the list of ten unfamiliar words that he chose from the given text to use for this part of the Webquest. He logs onto Google Apps with his username and password. He finds his list of words in his documents. He clicks to open the list. Then he minimizes the screen to return to the Webquest.
The first assignment for the collaboration project includes collecting sentences composed by family and friends that have his vocabulary words either used correctly or incorrectly, and posting them on the class blog for others to read. John likes to complete his assignments thoroughly so he composes an email asking both family and friends to help him with this assignment by writing one sentence using his each of his words based on the definition he has provided and one sentence using his vocabulary word incorrectly. Knowing that not all of his friends and family read their email daily, he sends it to twenty people hoping at least a few will respond. The instructions suggested John collect at least three example sentences for each. After writing the instructions at the top of the list, John choses to attach the list to the email. He includes a 24 hr. deadline for those assisting him.
Twenty-four hours later during class, John logs into his email to see if anyone has responded. He smiles when he discovers that six people have emailed back. To organize the sentences from six different sources, John decides to create two lists, one with sentences using the vocabulary correctly and the other one for the nonsense sentences. Thinking ahead, John realizes this will also help him organize for the third part of the collaboration project. In order to do this, John decides to login to Google Apps and create two new documents. He then proceeds to copy and paste the sentences from the emails onto the two lists. Now John has six examples of his vocabulary used correctly in context and six that arent.
The second part of his assignment is to share the sentences on Google Apps with his classmates. Additionally, each student has been instructed to add one more sentence to each of the other students list of words. The next day, John sees that seven of the nine students have posted their sentences and lists. He reads through a few sentences from each persons post. Choosing one word from each peers word list, he composes a new sentence of his own. Some of the sentences he reads make him laugh. The students cant help sharing some of the funny ones with each other orally.
The next day John is ready for the third part of his assignment. He logs into the computer, and opens both Ms. Andersons WebQuest and Google Apps. First he rereads the instructions for the third part of this vocabulary assignment. He locates both the friends and familys lists of sentences he previously saved. Johns assignment is to generate a Fact or Crap test for his peers. First John clicks the Create New button and scrolls down to Forms. He then creates a ten question multiple choice test by following the screens. He copies the directions provided from Ms. Andersons instructions for the Fact or Crap page. Every question is, The following word is used correctly in the sentence. If you think that is a Fact, click a, if you think it is Crap, click b. Now John copy/pastes one good example and one bad example for each vocabulary word. John knows it is basically a true or false test, but he likes the new title. Once he is done, he shares it with his class by pressing the top right Share button and choosing his class as a group.
John then proceeds to open up his classmates vocabulary lists and Fact or Crap tests. The instructions say he is to take two of his peers tests using the vocabulary and definition pages. John chooses Georges and Joses tests because they are sitting next to him at the computers. With the definition list in hand, he reads the two tests and completes them. It only takes him fifteen minutes to finish. Immediately afterwards, he logs on to his own test to see how many have completed it and what types of scores they were receiving. John is delighted to see that five people have completed it so far. By class the next day, John was able to compile the results and email them to Ms. Anderson along with posing his reflections on the collaboration project to the class blog during class.
User Interface Specification
Copley-Fairlawn Website
High School
A. Site Map
Helps
Google Apps
Class Blog
External Links
External Links
Graphic Organizer
Biography Wiki
External Links
Google Apps
Site Map
Google Apps
PowerPoint
Google Apps
Introduction
Task
Conclusion
Evaluation
Resources
Process
Vocabulary WebQuest
Grammar Unit
English 9
Ms. Andersons Online Classroom
Online Classrooms
B. Activity Guide/ Directions
The initial page of the WBLS will be within my English 9 website. These pages have a template determined by the district. Upon navigating to the WebQuest link, the format on each of these pages will be the same. When students enter into the Google Apps/Docs, these pages are wikis that have a predetermined template as well. I will create them to match the color scheme in the rest of the WebQuest as best as I can. The students will navigate from the Introduction page to the rest of the WebQuest pages: Task, Process, Resources, Evaluation, and Conclusion as the first layer of support. The title and navigation bar on the left side will remain the same. Only the subtitle for each page will change.
Each WebQuest page will have the assignment instructions located on the central part of the page. Each page within the Google Apps/Docs (second layer of support) will also contain centrally located instructions as well as submission instructions. Submissions may be emailed, a shared document, or printed. Various pages as well as the Resource page will have external links and downloadable files. Additional support will be provided through the blogging, emailing, and f2f interactions.
C. Main Page Interface
Navigation Bar font Arial Rounded Medium Bold Style 3
D. Subpage Interface
Copley High Schools template
Wiki Space Template in Google Docs
E. WebQuest Prototype
Description of Implementation and Evaluation
Expert and User Review
Outline
1. Revised Evaluation Plan for Formative Evaluation Section
2. Relevant Documents/Guides/Instruction (clean copy)
a. for Web Design Expert Review and for Content Expert Review
b. for Potential Users Review
3. Results/Findings for Expert & User Review (see below)
a. from Web Design Experts
b. from Content Experts
c. from Potential Users
4. Ideas of modification for design products (see below)
1. Evaluators for WBLS from revised Evaluation Plan
a. Evaluator (technology/content expert): Dennis Andrew, an online business entrepreneur, will give his evaluation of the WBLS for its appeal and design. He specializes in web design and marketing for corporations.
b. Evaluator (technology/design expert): Nate Faulds, a technology student at Copley High School with over eight years of experience, will review the WBLS for design issues as well as educational suggestions. Nate has designed and maintained over a hundred sites personally and professionally.
c. Evaluator (content/educational expert): Sharon Tapolcsanyi, a colleague of Tamela Anderson, will evaluate the content of the WBLS. Sharon has been part of the Special Education department for the last five years and works with the potential users.
d. Evaluator (content/educational expert): Heather Estright, a colleague of Tamela Anderson, will evaluate the content of the WBLS. Heather has been teaching Social Studies, Psychology, and Sociology to the at risk students (potential users) at Copley High School for the last seven years.
e. Student users- All of the students in my English 9 class have a learning disability in either reading (decoding/comprehension) or writing. They tend not to process verbal information as quickly as other students, need repetition and multiple explanations for most all activities. A couple have other issues such as AD/HD and Aspergers Syndrome.
f. Primary/Secondary Stakeholders: The primary stakeholders will be the instructor (I), the Special Education department, and the English department. Secondary stakeholders will be the administrators, the parents affiliated with my students who have learning disabilities at Copley High School, the Board of Education, and the community.
2. Relevant Documentation
a. Tech/Content Expert Survey
b. Student User Survey
3. Results/Findings for Expert & User Surveys
Expert reviews
The first technology expert reviewer suggested many changes for the template of the pages. First, Dennis recommended the table sizes needed adjusted so the words werent right up against the left side of the table. This visually made the text easier to read by adding space. Secondly, Dennis noticed that the dimensions of the picture used in the teacher biography section needed adjustment as well. Dennis also found several links that were broken and scrollovers that werent working properly. He helped rectify a situation with a link that wouldnt work.
The second technology expert reviewer had several suggestions as well. First, he didnt care for the goals and objectives being stated on two separate pages. He noticed some inconsistencies in the spacing and a typo. He also suggested adding links at the bottom of the pages where the students are instructed to go to the next portion of the WebQuest. He suggested having the activity checklist open in the same frame instead of a separate pop-up window. Nate thought that some of the first few pages seemed wordy. Nate also wanted to be sure the instructors contact information was included.
The first content expert gave a lot of positive feedback. Sharon liked the step-by-step layout on the pages. She also thought the checklist did a great job of clearly listing the assignments in a readable (and printable) manner for the students. She thought the students would enjoy using the website because of the scrollover icons which made for easy navigation. She looked over the variety of activities and concluded that the content was age and skill appropriate for students with learning disabilities. Sharon also liked the personal connections to the students lives.
The second content expert found one link and a couple typos in the content that the other reviewers had missed. She liked the scrollover icons for enhancing the student interest. She felt these would help the students remember that they can get to the other pages. She was the only one who was able to look at the evaluation page and conclusion page because they were not completed when the other reviewers looked over the WebQuest. She thought listing the points per assignment as well as how and where to submit them was a great idea. She suggested adding a calendar so the students have an idea of how long each assignment should take even if I decide to be flexible.
The first student evaluator loved the introductory biographical teacher information on the front page. She also enjoyed the scrollover icons for the navigation bar. Otherwise everything ran smoothly for her as she tried to understand the layout and content of the website.
The two English 9 classes ran through the WebQuest on Mar. 31. They of course were more interested in the flashing pictures, how cool the colors looked, and the picture of me on the introductory page. The one recommendation that seemed valid was from a student that hates to read. He suggested that I add some audio so he doesnt have to read everything. They didnt want to spend the time reading the goals, objectives, and standards. I gave a verbal explanation of why these are important. Several thought the process page had too many assignments on it. Two girls really liked the evaluation page with the points and submission details listed. A few boys had trouble with the Google Apps. after logging in, but it was a technical support issue. They thoroughly enjoyed not having to actually do the assignments.
4. Modifications
1. The table sizes on the first page were modified for extra space and better readability.
2. The dimensions of the picture were changed.
3. The typos and spacing issues were fixed.
4. The activity checklist link was fixed and made to open as a separate window.
5. Multiple links and scrollover issues were added or fixed.
More Modifications
1. Fixed more typos and one link
2. Considered adding audio, but due to time, probably wont add until summer.
3. Will consider adding a calendar when actually implemented as well.
Usability Test Plan
Background Information of Potential Users:
The usability test was conducted on Fri. April 1 in on classroom time (50 minutes). The students used two sets of school computers grouped in fours within my classroom and the neighboring classroom. Sixteen freshman special education students tested my WBLS. All of the students have a reading and/or writing disability causing them to function below grade level. Most read between the 5th and 7th grade reading level. They are all receiving specialized instruction per their IEP. Seven of the students were female and nine were male.
All of the students were given a survey to evaluate the WBLS. Informal discussion occurred as well. One student volunteered to take notes on the oral discussion for me. While working through the WBLS, I observed the students as they progressed through the site and survey. Students were permitted to ask their group questions and make comments.
Learning Goals:
The WebQuest provided the students an opportunity to select ten unfamiliar words encountered in the reading. They were then to pretend to go through the twenty activities in the WebQuest. The students were instructed to complete all the assignments except the written ones. For the written assignments, they were to discuss with a partner what they would have written if actually completing the WebQuest at this time. Through the activities, they would practice listening to the correct pronunciation of their words, practice pronouncing them as well as spelling them, and collecting or writing sentences with enough context to verify understanding of the word and its definition.
Method of Data Collection:
Students completed a short survey. They were expected to ask questions and discuss whatever pertained to the WebQuest completion. Space was provided for written comments as well. One person per group acted as secretary writing the highlights from the oral conversations.
Learning Tasks:
The students were required to perform all the steps of the WebQuest. Each class had two groups of four students evaluating it at the same time. It was a collaborative effort. The students guided each other through the activities. When they asked questions of me, I usually asked the group a question that would lead to the answer of the students question. The students completed most activities in pairs because of the computer arrangements. All of the non-written assignments were completed and the written assignments were discussed.
Scenario:
I asked each group to verbally review the steps needed to locate the WebQuest through my online classroom website. The four groups of students worked cooperatively. All but one of the students worked diligently; he put his head down and refused to work. A couple in each class could not concentrate because it was the day before vacation. Several got off task occasionally, but responded positively to prompts to get back on track. Two students required extra teacher support. It was quite loud during the pronunciation phase of the WebQuest. I think I will have the students use headphones next year.
After the students completed the WebQuest activities, they filled out the evaluations and remarked on their progression through the WebQuest. Comments on each webpage were recorded by the teacher and the volunteer secretary.
Relevant Documents:
User Evaluation Survey
Secretarial notes
B. Results/Findings of the usability test:
The fact that the students did not have to complete all the written assignments made this exploration fun for the students. Most of the students were actively engaged while evaluating the WebQuest and very talkative. No student encountered a navigational issue that couldnt be solved by another student in the group. As a whole the students liked the scrollover features and teacher biography on the intro. Page.
Usefulness: All but one student responded well to the usefulness of the WBLS. The ones who responded positively said the content was interesting and was appropriate to the subject and grade level. The negative response didnt care for the process page because it was too long and that there was too much to read. The same student didnt think it was necessary to read the goals, objectives, and standards.
a. Learnability: All agreed that they should be able to learn their words: spelling, pronunciation, definitions, and how to recognize them in context after completing all the assignments.
b. Efficiency: Because the WebQuest encouraged cooperation by the students, all participating students were able to navigate efficiently. On ly the few off task had to ask multiple times where to go next. But their confusion was due more to a lack of attention and reading, than actual problems with the website (according to these students.)
c. Satisfaction: Although there were some complaints during the work, simply because they are teens who would rather not do schoolwork, when they saw the end product of the video they were very proud of their accomplishment.
C. Suggestions for improvement
Add audio for all the pages
Break the Process page down into individual pages for each group so there is less information on the page.
Add more videos and graphics to make it more fun
Formative and Summative Evaluation Plans
Implementation Plan
a. Time Schedule
The WBLS is designed as a whole unit to help students develop permanent knowledge when learning new vocabulary. The unit will take at least two weeks. The schedule is flexible based on the majority of students progression through the activities. Two weeks is equivalent to ten 50-min. class periods. The students will also be able to work on the assignments from home.
b. Personnel and Duties Allocation
I will be the main facilitator for this unit. During the regular class period, I will monitor progress, answer questions, and facilitate in any way needed. The students may ask assistance of other educators in the building that may be monitoring their studyhalls, computer labs, or the library. In addition to F2F communication, I will post information on the Google Apps that will be shared with the class as well as sent to their emails. Each student has access to school email where they have access to me anytime. If technical issues arise, I will troubleshoot as many as I can while deferring to our tech department for more serious issue.
c. Learning Tasks V.S. Facilitation Strategies
This WBLS is designed as a WebQuest that allows independent progression through the assignments. The site contains directions and resources that would allow the students to work autonomously. Incorporated within the WebQuest are several shared activities through Google Apps. that stimulate cooperative learning. It is possible to complete even these shared learning tasks without actually interacting with fellow classmates, except electronically. Since my students seem to crave social interaction while completing assignments, these activities have been incorporated. Although the students will be working independently in the F2F classroom, my computer set up has encouraged the students to ask questions of one another and assist each other with clarifying tasks as they go along. I am sure that this unit will progress in the same manner as the students sit together and work in small groups. These students also tend to skip directions which often leads to confusion. My presence helps reassure them that they are on track. The learning tasks are extremely varied to incorporate all modalities of learning as well as repetition. This will aide in long term retention for my students.
Between class time, the school day, and emails, the students have constant support from me as the facilitator. Not only will I monitor progress, I can give instant feedback, suggestions, ask them clarifying questions, and most importantly redirect them to the task at hand. I will send personal communication such as grades, and suggestions via email while posting whole class information through Google Apps. on shared documents, calendar, and blog. The students will be reading and completing a variety of assignments that require a computer, internet access, Google Apps access, and speakers. Since all assignments are electronically submitted, it would not be necessary for a student to have a printer unless it was to assist them with completing an assignment after school hours or for their own records
Summative Evaluation Plan
General Evaluation Information:
Purpose: The purpose of the summative evaluation is to determine whether the WBLS had achieved the expected educational goals and objectives. If collected data shows that student learning has occurred, then the WBLS would be deemed effective. It is important that the WBLS have instructional value in the following areas: effectiveness, efficiency, appeal, and usability for the designated audience. At this point, it may be possible to identify previously undetectable weaknesses to the WBLS.
Timeframe: The two participating English classes will provide information for the summative evaluation immediately after the implementation of the WebQuest. This evaluation will take place within two weeks of its completion.
Evaluators: Tamela Anderson as designer, implementer, and educator. Content evaluators: Sharon Tapolcsanyi and Heather Estright. Technical evaluators: Dennis Doroslovac and Nathan Faulds.
Participants: The students with learning disabilities in my two English 9 classes.
Types of method: Data will be collected through observations, student assessments, assignments, and surveys.
Costs- The current district that I work for would cover any costs of hosting the site through the provided network. No costs are incurred in the design process.
b. List of the Materials
Materials to be Examined
1. Website Design Plans
Design Document-instructional goals and objectives, learners specific capabilities, motivators, and depth of knowledge, gaps in knowledge and performance, and the rationale for using this technology for solving this instructional problem for vocabulary acquisition.
User Interface- site map, activity guide, colors, fonts
Prototypes- main page, wiki, and blog
2. WebQuest
Learning goals and objectives one goal with three objectives
Instructional strategies- multimedia presentations of activities
Motivational strategies- multimedia presentations of activities
Lesson activities- one through twenty (pronunciation, spelling, definitions, context)
3. Student Assessment
Student assignments, Progress Observations
c. Table for Summative Evaluation
Evaluation Criteria
Questions
Methods and Tools
Effectiveness
Do the students assessments prove that the learning goals and objectives were achieved by using the WBLS?
Do the learners feel they have mastered the expected vocabulary words?
Surveys, user reviews, interviews
Efficiency
How long did it take the students to progress through each activity and WebQuest as a whole?
How much extra support did the students require to accomplish the learning tasks?
Did all parts of the WebQuest function properly for easy usage?
Surveys, user reviews, extant data
Appeal
How much did the students enjoy using the WebQuest as the delivery mode for this unit?
Were the activities interesting to the students?
What types of frustrations did the students experience using this delivery mode?
Expert review, surveys, user reviews, observation
Reflection
Description
For this class, we created a WBLS from scratch to use with our students. My students are 9th grade high schoolers who have reading and/or writing learning disabilities that cause them to function below grade level. The WBLS is a six page WebQuest with twenty activities that focus on vocabulary development including pronunciation, spelling, definitions and using the word in context.
Impact
As we have learned from the beginning of this Instructional Technology program, incorporating technology into the classroom must be done considering TPACK. This means in addition to the technology, we must think about the impact of the content and pedagogy and how they all work together. Every subject has very specific learning goals in which a students permanent learning must be enhanced by the use of technology as opposed to using technology just because it is available (technocentric.)
For this WebQuest, the goal is to have a permanent impact on a students ability to recall and correctly use new vocabulary words. This acquisition process is very complicated. For my students, it is even more difficult. They do not acquire and retain knowledge in the same manner as other students. Each one is different. Their learning process is different. With this goal in mind, the type of assessment and level of demonstration were considered first.
Flexibility in learning and hypermedia capabilities are two of the main reasons that this WBLS is the perfect way to teach students who have learning disabilities. Each aspect of acquisition is broken down. Multiple opportunities for practice and demonstration are provided. Students can repeat exercises as often as they need. The activities are progressive each building in complexity from the previous one. The format is simple. The process for creating and submitting the activities is similar so as to reduce confusion. The students get to incorporate the social aspect of learning throughout the process as well as integrate different modalities along the way.
Getting to the finished product was a long journey. In the initial description of our WBLS, we had to reflect upon the instructional goals and objectives, who our learners were, these learners specific capabilities, motivators, and depth of knowledge, where specific gaps in knowledge and performance were, and the rationale for using this technology for solving this instructional problem for vocabulary acquisition. Each new expected skill was analyzed for subskills. The combination of all of these analyses provided the foundation for the development of the blueprints for the future WebQuest.
I consider the ISP, or Instructional Strategy Plan, as the blueprint for the future WebQuest. This assignment really made me think through how each of the pieces and parts of the WebQuest would accomplish the content mastery. This was the most enjoyable task we completed all semester for me. It allowed me to envision what the future WebQuest would look like as far as design and student interactions.
The ISP led naturally into the TAR, or Task Analysis Report, that broke each activity down into subskills for the learners. This made me think about exactly what I was expecting the students to do in order to successfully complete my WebQuest. I enjoy breaking things down in this manner. Organizing everything procedurally helped me almost as much as the ISP did.
The scenarios seemed like a waste of time. Even though as an English teacher I recognize the value of scenarios, I was ready to move on. By the time we got to the UIS, or User Interface Specification, I was ready to devote all of my time designing pages. I felt so bogged down in all the extraneous assignments that I felt detained from the ultimate goal- creating an effective WebQuest.
Though I appreciated all of the input from the expert and content reviews, I still feel this could have occurred after the design was complete. Considering how hard it was to convince my colleagues to review my work in the first place, I dont feel this really saved me any time while designing. The reviewers preferred to analyze the webpages I had already begun developing rather than the paperwork describing what the future pages would be like. This portion of the process was very stressful for me. I also didnt care for my colleagues, who were friends, telling me everything looked good as opposed to truly critiquing for improvements. It just seemed like a waste of their time. But, I had no control over how critical they were willing to be. In contrast, the males who reviewed the technical aspects helped tremendously. I really valued their critiques.
The Usability Report would have sufficed for me as far as collecting feedback on the design with my students. I wouldnt have minded running more than one trial run. This would have allowed the students to see where changes were made. I feel this would also let them feel a sense of ownership in the finished product. The students would then see that I valued their opinions too.
Completing the formative and summative evaluation plans helped keep me on track during the development process. Pre-thinking about how the sections of the WebQuest would be for a user before ever designing helped clarify my vision. These ended up being the questions I used on the expert/content/user review with a few modifications. The summative evaluation questions were similar as well. I liked trying to think of this from a different perspective. It is important to consider instructional products from the educators, technology, and users point of view. Then, an educator must determine if the goals and objectives have been attained. If they werent, why werent they attainable? What would make them attainable? Modifications are made for next time.
Intent
I intend to implement this WebQuest in its entirety next year with my 9th grade LD English students. I have made a lot of changes from the initial version. It has been a long process. A ton of work has gone into its development. I think the order of the activities was well done, even though it made some of the assignments difficult.