Integrating Java Applets into the Webpages

LST 403
Constructivist Learning Environment
Design Document
Dr. Cates

Lifang Chang
1. Project Overview

Title:

Integrating Java applets into the Webpages

Target Audience:

The primary audience for this lesson would be college-level or graduate-level students

taking an instructional Website design course.

Overall Goal:

Upon completing this lesson, the learner will be able to insert Java applets in the

Webpages by using the open source codes from the Internet.

Rationale:

Many instructional Website designers would not consider Java applet just because they

are afraid of creating programming codes. Actually, some programmers have created

thousands of free applets which are available on the Internet. This lesson is designed to

help learners rethink Java applet and begin to utilize those free applets on their Webpages

designing.

When instructional web designers create more attractive graphics and animations, they

may face the problem of a Webpage’s greatly increased download time. One of the

advantages of Java applets is that once a Java applet is executed on a web browser, this

applet would run in offline mode without the need for Internet access. This feature is

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quite useful in a computer classroom with limited bandwidth and allows instructional

designers to avoid their high relies on high-speed Internet.

There are numerous Java applet tutorials on the Internet; however, those Websites either

mainly focus on the Java code writing or just provide open source codes of applets

without any guidelines. This lesson will give the learners a clear sense of Java applet by

applying a constructivist learning theory in the classroom. The lesson would be a task-

based unit. Learners are required to be involved in active learning and they are

encouraged to explore Java open sources they don't completely know. In addition,

learners would share their results with one another and benefit from the sharing of others

going through the same learning process.

Description of the Project:

This lesson will provide college or graduate students in instructional design with the

experience of inserting Java applets into Webpages. Students will explore:

1. Why instructional designers need to know Java applet.

2. What the ready-to-use Java applet on the Internet is.

3. How to use the free open source codes of Java applet.

4. What the detailed parameters of an embedded java applet are.

5. How users execute the java applets in their Internet browsers.

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2. Needs Assessment

Discrepancy Analysis

Desired Performance:

Instructional web designers should know of one or two programming languages. They

may not need to write line by line codes, but they should understand the basic expression

behind the logic programming scripts. They should know one of the popular techniques

about dynamic Website designing. Therefore, students of instructional technology would

be able to define the difference between Flash, JavaScript and Java applet. Also they

should feel confident to use the already programmed Java applets as the components of

their Webpages.

Current Performance:

Students of instructional Web design are required to be proficient in vision design. They

are good at Adobe Flash, Photoshop or something like that. As a result, they focus their

design on either pretty graphic or attractive animation. When facing the demand of

interactive communication with Website visitors, most students can only turn to HTML

forms. Usually, there is only JavaScript used as client-side scripting language for web

sites, but this client-side language used in conjunction with forms is limited. JavaScript

often only serve to do pre-validation of the form data or to prepare for the form data to

send to a server-side program. In addition, HTML forms need to be programmed in

JavaScript language which is a totally different language with Java. Alternatively,

students may download an already programmed HTML form from a few poor designed

ones on the Internet.

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3. Goal and Purpose

Goal:

This lesson is to help the learner to establish his or her new knowledge of Java language’s

application. Upon completing this unit, the learner will get a common sense of how to

find a desired Java applet which is available on the Internet and how to add a Java applet

in a Webpage with different Web designing software.

Purpose:

The purpose of this lesson is to provide activities that will encourage students to

understand how the open source codes could be used in their Web designing work and,

also, to develop in them an increased awareness of the other way to create interactive

forms on Webpages and how a Java applet can provide input into the Internet browser

process.

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4. Learner Analysis

General Description:

The primary audience of this lesson would be college and graduate level students in an

instructional Web design course. They likely have very varied backgrounds. Some are

full-time students with a background in education and want to become instructional

designers while others would be pursuing a degree part-time with a full-time job. The age

range of the learners is 21 – 40 years old. There is a bit more women than men in the

instructional web designing course. The students consist in different races, American,

Hispanics, Blacks and Asians. The students may approach their learning in different

manners because the full-time students need to balance a full academic load and social

events, while the part-time students need to balance academic, jobs, and family

responsibilities. They are used to using the Internet as a tool in studying and living life.

Strengths:

Perhaps one of the biggest strengths of the students in an instructional design course is

that they are highly motivated and disciplined learners. College and graduate students can

think critically. They have an open mind toward the new ideas and have the capability to

explore the unknown things. They are able to draw on prior knowledge and apply it to the

current lesson. Moreover, since they are confident with their own future, they have a

desire for knowledge.

College and graduate students may have good listening, reading and writing skills. Also,

many have good communication skills and have a high desire to express their thoughts.

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They have developed some time management skills and organizational skills. The

majority of the students have their own computers and can easily access the World Wide

Web. Their ability to use a computer allows them to pursue independently many interests

and instructions.

Weaknesses:

Perhaps the biggest weaknesses of this unit’s students are their limited time on studying

and multiple responsibilities with family, homes and jobs. Full-time students may

involved several sorts of social events and part-time students have to spend lots of time

on the real world pressures. Those social burdens may distract them from their studies.

Some students may have the difficulties to focus for a while on reading programming

code. Forced to learn a complex concept about one kind of programming language in

class may cause them to become disengaged in the learning process. Some may still have

a degree of discomfort with searching on the Web. Others may feel overwhelmed when

faced with the task of learning a new technique in addition to the new functionality of

electronic communication such as Bulletin Boards, Blogs and Wikis.

Potential Areas of Difficulty:

The learners may resist taking this lesson because they may not think that Java applet

could benefit on their Web design. They may have trouble in understanding the

relationship between the original Java codes available on the Internet and the application

documents in an html file.

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Another area of potential difficulty with this content is that this lesson requires some

prerequisite knowledge of basic programming skills including compiling, running and

configuring.

Even though these learners are familiar with using Internet, they may not have developed

good techniques for constructing searches. Accordingly, the results of their Java applet

searches may be extensive and lead them to confused learning materials.

Strategies:

The following is a list of strategies that should be used in this lesson to take advantage of

the learner’s strengths, minimize the learner’s weaknesses, and resolve areas of potential

difficulty.

1. In order to take advantage of the learner’s desire for new things, the lesson

should introduce more knowledge beyond the necessary contents for this lesson.

2. In order to take advantage of the learner’s ability in using computers and the

World Wide Web, this lesson should provide more online learning recourses.

3. In order to take advantage of the learner’s ability in independent study, the

lesson should be individually centered

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 4. In order to minimize the learner’s impatience on reading programming codes

the lesson should introduce a few ready-to-use source codes.

5. In order to take advantage of the learner’s good communication skills the

lesson should provide a collaborative learning environment.

6. In order to take advantage of the learner’s abstract thinking ability the lesson

should require higher level thinking skills.

7. In order to minimize the learner’s weakness in lack of time on study the lesson

should provide a number of learning materials on the Web.

8. In order to minimize some learners’ resistance in new techniques the lesson

should assign all class in a couple of groups in which experts may take a model role.

9. In order to minimize some learners’ weakness in lack of basic programming

knowledge the lesson should give adequate amount of examples that will give the learner

a clear road map of their projects.

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5. Learning Resources:

Even though the students do not need write their own Java applet codes in this lesson, it

is recommended that the students have a Java compiler– Java Developers Kit (JDK) in

their computers. The JDK provides an environment to compile and run Java applets.

Certainly, this lesson provides every student a computer with Internet access. If some

students prefer to use Macromedia Dreamweaver to create their Webpages, the

Dreamweaver software will be installed in each computer. Furthermore, the lesson will

provide a few handouts, list reference books and useful Web links to the students.

The following is a list of this lesson’s learning resources:

Technology:

1. computers with Internet access

2. Java Developers Kit (free download from java.sun.com)

3. Macromedia Dreamweaver software

4. Bulletin Board system

5. Email account

Handouts:

6. “Java applet, Flash and JavaScript”

7. “How to insert a Java applet with Dreamweaver”

8. “Guidelines for searching free Java applets on the Internet”

9. “FAQs of the Java applet with Dreamweaver”

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Books:

10. “Java in a Nutshell Fourth Edition” by David Flanagan (© 2002, ISBN:

0596002831).

11. “Java Tutorial, The: A Short Course on the Basics, 3rd Edition” by Mary

Campione, Kathy Walrath and Alison Huml (© 2000, ISBN: 0201703939).

Web links:

12. http://www.realapplets.com/tutorial/ : A good Java applet examples Website in

which visitors would get a clear sense how a Java applet works.

13. http://java.sun.com/developer/codesamples/applets.html : A few useful and free

Java applets code with carefully interpreting.

14. http://javaboutique.internet.com/cathome.html : There are hundreds of Java

applets to browse and all are free to download.

15. http://www.oreilly.com/catalog/javanut/examples/ : A number of nice Java

applets to be used directly.

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6. Assessment Plan:

In the constructivist view, it is essential that the teacher is seen as a guide rather than an

instructor. Thus, in the student-oriented learning environment, the main things that

teachers want to know are whether students develop the abilities to self-assess and how to

provide constructive feedback to students. This is not only an assessment process but also

a learning process (North Central Regional Educational Laboratory, 1995).

A constructivist teacher would not simply judge his or her students’ answers with “right”

or “wrong”. Alternatively, he or she may encourage and accept each student to try

different viewpoints, desires and project works and tend to use some performance tests

such as portfolios, exhibitions and demonstrations in the class.

At the beginning of this lesson, the instructor will provide students with two assessment

rubrics. A summative evaluation focuses on the product of the students’ works. Therefore,

this summative assessment rubric incorporates a set of criteria that indicates the marking

scheme to be used for assessment. On the other hand, the formative assessment rubric is a

guideline for each learning section. This formative assessment rubric evaluates students’

social and content growth. The instructor would ask the students evaluate their own work

based on the formative assessment rubric and submit it in with their URLs to be assessed

as part of the final evaluation.

The formative and summative assessments rubrics are attached at the end of this

document in the appendix A.

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7. Instructional Plan:

In the Constructivist theory, the learner is placed in the center rather than the

instructor. The learner constructs his or her own conceptualizations and solutions to

problems. Learner autonomy and initiative is accepted and even encouraged. From the

Constructivist’s view, learning is the result of mental construction. Learners learn by

filtering new information together with what they already know. Furthermore, learners

are encouraged to create their own solutions and to try out different ideas and hypotheses.

Model:

This lesson is designed following Jonassen’s Model for instruction. The Jonassen’s

model allows instructors to start with a problem, questions or a project proposal. In the

instructional practice, the instructor may provide work examples and needed information

in a collaborative learning environment. The constructivist design model for this lesson is

as follows:

1. Start with a question, and then introduce the project ideas or describe a real-world case.

2. Provide some worked examples.

3. Decide upon the work as an individual or group.

4. Present communication tools such as: a Bulletin Board (e.g. Discussion Board), Email

lists and a Wiki account.

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5. Provide scaffolding: adjust task difficulty, restructure task and low-risk work space, etc.

6. Supply rich learning resources.

7. Provide formative and summative assessments.

The Constructivist Learning model applied in the lesson:

Before introducing the project requirement, the instructor would ask learners a couple of

questions such as: “what type of software do you use to create an interactive form and/or

animations?” The responses may include HTML forms, JavaScript and Java applet. The

instructor may continue asking questions about the dynamic web design, and further

more the teacher suggests that students search for relative information on the Internet and

discuss it with peers. Consequently, the learners will concentrate on the Java applet

finding their own answers.

The instructor may provide two or more work examples from the Internet to the students.

In addition, the instructor would display his or her works to the learners in class to

support a learning environment based upon modeling.

The learners may decide their project scope, and in addition decide if they will complete

the lesson as an individual or team. The learners will begin to work on their projects –

inserting one or two Java applets in the Webpages. They may experience a series of

learning sections as follow:

• Decide the content of the Java applet.

• Look for free source codes on the Internet.

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 • Compile the original codes in a Java class file.

• Insert the Java applet file in an html file.

• Set up the Java applet’s parameters in the html file.

• Test the Java applet in an Internet browser.

If they decide to work as groups, the team will start their work together searching free

Java applet free source codes. The team can use the same applet, and they can discuss and

learn from each other.

At the beginning of the lesson, the instructor will provide a summative evaluation rubric

that contains criteria and grading points for the final product. The rubric will assess the

learners’ growth in knowledge. The instructor also provides a formative assessment

rubric at the beginning of the project which is used throughout the class. The formative

assessment will guide the learners’ learning on their social and metacognitive growth.

Scaffolding strategies:

This lesson supplies rich learning recourses and gives work examples to the learners.

When the learner might feel unsure of one specific knowledge or working point, the

instructor would be available to the learner to provide suggestions. Another option of

support is the technology tools. The learners could use one of their familiar

communication tools to get support. Common questions or problems may be announced

to all of the class by the instructor. The progress of learners’ social learning would be the

focus of the team discussion. In addition, the learners’ metacognitive learning is assessed

along with their self-evaluation in the formative assessment rubric.

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 [References]:

• North Central Regional Educational Laboratory (1995). Rethinking assessment and its

role in supporting educational reform. Available URL:

www.ncrel.org/sdrs/areas/issues/methods/assessment/as700.htmNorth Central Regional

Educational Laboratory (1995). Rethinking assessment and its role in supporting

educational reform. Available URL:

www.ncrel.org/sdrs/areas/issues/methods/assessment/as700.htm

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Appendix A

Webpages with Java Applets Summative Evaluation Rubrics

Name: __________________________
Date: ___________________________

Exemplary Proficient Partially Proficient Incomplete

Criteria Points
3 points 2 points 1 point 0 points
Relevance of Content The applet is highly The applet is The applet points The applet points
to Webpages’ Theme informative and informative and visitors to information visitors to some
provides essential provides useful that does not relate to information which
information to the information to the the purpose or theme of is inaccurate or
visitors. visitors. the Webpage. inappropriate for
The Webpages have The Webpages have The Webpages include the intended
friendly interactions interactions between an interactive element audience. The
between visitors and visitors and between visitors and Webpages do not
designers. designers. designers. include an
interactive element.

Layout and Size The layout and applet The layout and applet The layout and applet The layout and
displaying size is displaying size is displaying size is applet displaying
artful and consistent consistent across the distracting and it is size make the
across the Webpage Webpage and makes difficult to read the Webpage
and it enhances the it easy to read the information presented. unattractive, and it
readability of the information is difficult to read
information presented. the information
presented. presented.

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Explanatory Notes The applet is The applet is The applet is explained There are no
followed by Clear followed by by unclear functional functional
functional functional explanatory notes. explanatory notes
explanatory notes. explanatory notes. for the applet.

Tags A descriptive tag for Most applets include Most applets do not All applets lack
each applet provides the alternative tags include the alternative alternative tags.
applet non-displaying and the alternative tags, and the alternative
users with a good tags are fairly tags could be more
idea of what is shown descriptive. descriptive.
in each applet.

Copyright Issues Each Webpage The Webpage The Webpage includes No copyright
includes a connection includes an incorrect incorrect copyright information is on
link to the applet’s or dead connection information without the the Webpage.
original source. link to the applet’s connection link.
original source.

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 Java Applets Project Formative Assessment Rubrics

Name: __________________________
Date: ___________________________

Yes/No
Learning Section Category Comments
Y N
Content Selection 1. Does Java applet work on the
client-side?
2. Can your applets be saved to a
client’s hard disk?
3. Did you collect information
for the group?
4. Did the team’s work help
you?

Searching Applets 1. Can you clarify the difference

between Java applet, Flash and
JavaScript?
2. Did you find two or more free
Java applet source codes?
3. Did your team work together?
4. Did your team find two or
more free Java applet source
codes?

Compiling Source 1. Can you install JDK to your

Codes computer?
2. How do you view the error
output from your Java applets in
the Internet browser?
3. Did you discuss with your
teammates when you
encountered a problem?
4. Did you ask your instructor
questions when you encountered
a problem?

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Inserting in the HTML 1. Did you find Dreamweaver’s
File “insert Java applet” button?
2. Did you find the Java
applet .class file on your disk?
3. Did you ask your teammate
when you encountered a
problem?
4. Did you ask your instructor
questions when you encountered
a problem?
Configuring the 1. Did you find the applet’s
Properties of Applets property inspector?
2. Did you give an alternative
tag to your applet?
3. Did the team work help you?
4. Did the instructor give you
help?
Testing on the Internet 1. Does the applet work well in
Browsers Internet Explorer?
2. Does the applet work well in
Firefox?
3. Did your team perform
troubleshooting work together?
4. Did you turn to the instructor
for help?

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