Weebly Instructional Design ED-TECH 503

A Management Primer ID Project #2 SSSSS Submitted to: Dr. Jarek Janio Authored by Boise State University Submitted by Teresa Froehlke Date: November 28, 2010

CONTENTS

PART 1. TOPIC 3 PART 1a. Stated Learning Goal ...3 PART 1b. Description of the Audience.3 PART 1c. Rationale 3 PART 2. ANALYSIS REPORT...4-9 PART2a.1. Needs Analysis Survey..4-5 PART2a.2. Needs Analysis Data Report..6-8 PART2b.1: Learning Context.8 PART2b.2: Transfer Context..8 PART2c. Description of the Learners....9 PART 3. PLANNING9 Part 3a. Learning Objectives (list).9-11 Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Types of Learning.11-15 Part 3c. ARCS Table .16 PART 6. FORMATIVE EVALUATION PLAN. Part 6a. Expert Review17

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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 years theme Debate & Diplomacy: Successes, Failures, and Consequences. The students may represent their research on a website. 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 66% supplantive and 34% 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. The mix of generative and supplantive strategies all the learners to conserver their cognitive capacity for acquiring the new skills, and include generative strategies 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.

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Part 2: Front-end Analysis 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 Microsoft Word Microsoft Excel Microsoft PowerPoint Internet Explorer Firefox Outlook e-mail Other e-mail File Management on a PC Learning How Proficient

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 Page 3

7. What is your age? 12 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

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PART2a.2: Needs Analysis Data Report 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?

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.

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Computer Skills
File Management on a PC Other E-Mail Outlook E-Mail Firefox Internet Explorer Microsoft Powerpoint Microsoft Excel Microsoft Word 0 20 40 60 80 100 120 Proficient Learning How Never Tried

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

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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 of 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.

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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 Wiis. 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 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 website using Weebly 3.1 Given the Weebly development site the Learner will locate and enter the create a site tab 3.2 Given the create a site webpage the learner will create a title for his/her website 3.3 Given the create a site webpage the learner will locate and enter Education in the type of site 3.4 Given the create a site webpage 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 webpage 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

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5.1 Given the Weebly editor the learner will select Design options 5.2 Given the Design options the learner will select paragraph title and enter a selected value Learner will setup and revise paragraph text format 6.1 Given the Weebly editor the learner will select Design options 6.2 Given the Design options the learner will select paragraph text and enter a selected value Learner will setup and revise the link color format 7.1 Given the Design option the learner will select links 7.2 Given the links the learner will choose and apply a selected color Learner will select and choose the Design 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 ta 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 13.2 Given the More tab the learner will choose fun 13.3 Given the More tab the learner will choose Misc 13.4 Given the More tab the learner will choose forms Learner will create pages 14.1 Given the Weebly editor the learner will select the pages tab 14.2 Given the manage pages webpage 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 webpage the learner will design the page through editing a page 13.5 Given the manage pages webpage the learner will select to delete a page 13.6 Given the manage pages webpage the learner will select to reorder the pages 13.7 Given the manage pages webpage the learner will select save Learner will select settings 15.1 Given the Weebly editor the learner select settings 15.2 Given the settings webpage the learner will locate the address and setting Page 9

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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

Part 3b: Matrix of Objectives, Bloom's Taxonomy, and Types of Learning Objective Number (1) Blooms Taxonomy Classification (2) Comprehension Strategy to be employed to teach the objective (3) Supplantive Type of Learning (4)

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 signon 2.1 Given the Weebly web signon site the Learner will locate and enter his/her new Weebly username 2.2 Given the Weebly web sign on site the Learner will locate and enter his/her new password 2.3 Given the Weebly web sign on site the Learner will locate and enter submit 3.0 Learner will create a website using Weebly 3.1 Given the Weebly development site the Learner will locate and enter the create a site tab 3.2 Given the create a site webpage the learner will create a title for their webiste 3.3 Given the create a site webpage the learner will locate and enter Education in the

Procedure

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Supplantive

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Comprehension Comprehension

Supplantive Supplantive

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type of site 3.4 Given the create a site webpage the learner will locate and enter class project as the category 3.5 Given the create a site webpage 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 as the domain name 3.8 Given the domain name is entered the learner will locate and enter continue 4.0 Learner will setup and revise site title format 4.1 Given the Weebly editor the learner will select design options 4.2 Given the design options the learner will select site title and enter a selected value 5.0 Learner will select paragraph title 5.1 Given the Weebly editor the learner will select design options 5.2 Given the design options the learner will select paragraph title and enter a selected value 6.0 Learner will select paragraph text 6.1 Given the Weebly Editor the learner will select design options 6.2 Given the design

Comprehension

Supplantive

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Applying

Generative

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Applying

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Applying Applying

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options the learner will select paragraph text and enter a selected value 7.0 Learner will setup and revise the link color 7.1 Given the design option the learner will select links 7.2 Given the links the learner will choose and apply a selected color 8.0 Learner will select and choose the Design tab in the editor 8.1 Given the editor the learner will select the design tab and enter 7.2 Given the dropdown design themes the learner will select a theme 7.3 Given the selected theme the learner will select Preview a theme 8.4 Given the Weebly editor the learner will choose select theme 9.0 Learner will locate and select elements 9.1 Given the theme the learner will locate and select the elements tab 9.2Given the elements tab the learner will locate and select the basics tab 10.0 Learner will select the title text from the basics tab 10.1 Given the basic options the learner will select the Title text 10.2 Given the title text the learner will select the title text to edit 9.3 Given the toolbar the learner will design the font or color of the text

Evaluation

Generative

Problem-solving

Applying

Supplantive

Problem solving

Applying

Generative

Problem-solving

Applying

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Problem -solving

Applying

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Problem -solving

Applying Applying

Generative Supplantive

Procedure Procedure

Applying

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Applying

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9.4 Given the title text the learner will select the title text to delete 10.0 Learner will create a picture in the paragraph 10.1 Given the Weebly editor the learner will select and insert a picture in the paragraph 12.0 Learner will locate and select the multimedia tab 12.1 Given the elements tab the learner will locate and select the multimedia tab 12.2 Given the multimedia tab the learner will locate and select Google maps 12.3 Given the webpage the learner will choose and insert the selected Google map into the paragraph 13.0 Learner will locate and select the more tab 13.1 Given the More tab the learner will choose layout 13.2 Given the More tab the learner will choose fun 13.3 Given the More tab the learner will choose Misc 13.4 Given the More tab the learner will choose forms 14.0 Learner will create pages 14.1 Given the Weebly editor the learner will select create a page 14.2 Given the manage pages webpage the learner will create a page

Comprehension

Generative

Problem-solving

Synthesis

Supplantive

Procedure

Applying

Generative

Problem-solving

Applying

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Applying

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Applying

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Problem-solving

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Applying

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Applying

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Applying

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Synthesis Synthesis

Generative Generative

Problem-solving Problem-solving

Synthesis

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Problem-solving

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14.3 Given the manage pages webpage the learner will design a page by copying a page 14.4 Given the manage pages webpage the learner will design a page through editing a page 14.5 Given the manage pages webpage the learner will select to delete a page 14.6 Given the manage webpage the learner will select to reorder the pages 14.7 Given the mange pages webpage the learner will select save 15.0 Learner will select settings 15.1 Given the Weebly editor the learner select settings 15.2 Given the settings webpage the learner will locate the address and setting categories and recognize they may be edited 15.3 Given the Weebly editor the learner locates the help tab and notes the information tab 16.0 Learner will publish the website 16.1 Given the Weebly editor the learner will select Publish

Synthesis

Generative

Problem-solving

Synthesis

Generative

Problem-solving

Applying

Supplantive

Procedure

Applying

Supplantive

Procedure

Applying

Supplantive

Procedure

Applying Applying

Supplantive Supplantive

Procedure Procedure

Comprehension

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Comprehension

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Synthesis Synthesis

Generative Generative

Problem-solving Problem-solving

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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.

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 be given handouts that they can use at home R2. Motive matching >Learners have selected topics that they have an interest in 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 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 >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.

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6. 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.

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References National history day [National History Day competition rules for webpages]. Retrieved from http://www.nationalhistoryday.org/CategoryWebsite.htm Smith, P. L., & Ragan, T. J. (2005). Instructional design. Hoboken, New Jersey: John Wiley & Sons. Weeby web creation made easy. Retrieved from http://www.weebly.com/

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