EdWeb Analysis and Design Document

Executive Summary
Amy Jane Priest
3-28-09

• Instructional setting
Appreciation for cultural diversity is necessary at the middle school in our
rural locale. A self-paced online instructional course could offer many
benefits for achieving curricular goals.

• Goals and outcomes

The course will teach students about culture and provide a broader
cultural perspective.

• Learner needs and characteristics

This course would be piloted at the sixth grade level, since many students
have limited exposure to other cultures but have a positive attitude toward
the exploration of world cultures in the social studies curriculum.

• Instructional content
The initial scope of the instruction would be a group of lessons covering
culture, cultural traits, cultural traditions, and cultural symbols. The content
would be tied to Colorado model content geography standards, specifically
2 and 4.

• Project management
The management of the project will be carefully considered. Project needs
will be researched and addressed, involving review by a team of content
experts. Supervision of the project will take a collaborative approach.

• Instructional design model

The instructional design will be interactive and learner-centered. The
learner will guide his or her own learning toward achievement of
instructional goals. The learner will define culture, explore the relationship
between culture traits and cultural traditions, and create a meaningful
cultural symbol in the context of place.

EdWeb Analysis and Design Document Page 1 of 1

Instructional Setting
1. What is the instructional need or opportunity? What business or learning
problem needs to be addressed?

Many sixth grade students with limited knowledge of world cultures come to middle
school in my rural community. This limited knowledge affects classroom community
building within the first few months of school, as we devote time to developing
cultural awareness and understanding of each other’s cultural values. Recognition of
and respect for cultural diversity is the learning problem that specifically needs to be
addressed.

2. Why is it important to address this instructional need or opportunity? What will

happen if you do not address it?

This instructional need is critical, because efforts to promote global awareness within
my rural environment promote cultural understandings within our larger community.
Montrose, Colorado continues to have an ongoing challenge of building bridges
between the dominant “white” culture and the Latino culture that has a pervasive
growing presence in the region. This community problem is obvious at the middle
school level, where ethnic harassment, whether hidden or overt, contributes to
discipline issues within the classroom and in the school culture. If I do not address
this need, then I am not fulfilling my role as an educator. The cycle of intolerance will
continue to perpetuate itself, and this problem only increases bullying in the middle
school setting.

3. Assuming this instruction is online (i.e., hosted on a website), what hardware

and software (including access speeds and browsers) do potential learners
have?

Learners would have to have access to computers that would access the Internet.
Since our school just funded a class set of laptops, I believe that we would have the
necessary hardware and software. I will have to investigate this issue by doing some
research, as I am not sure what security site blockages would prevent the online
instruction. Achieving curricular goals in a certain timeframe could also impose some
constraints with access to laptops or computer labs.

4. Why did you decide to deliver this instruction online? What are the benefits
and potential drawbacks of that decision?

Cultural values are very personal for students, families, and teachers. In our school
wide bullying prevention program, I know kids are hesitant to talk about their
personal experiences concerning their identities. In the social studies classroom,
however, students are very willing to share their cultural values as it relates to our
curriculum. One benefit of delivering the instruction online is that it could reach a
larger audience; for example, every sixth grader could have access to the instruction.
The online instruction could be integrated into the current curriculum and would be
more relevant to my learners. Students might be more willing to share personal

EdWeb Analysis and Design Document Page 2 of 2

 experiences about identity and apply their knowledge if they felt there was a degree
of anonymity, which online instruction provides to a certain degree. There would be a
wide variety of instructional strategies that would be applicable in the elearning
environment that may not be in the regular classroom. For example, in the classroom
students might be more reluctant to participate in a role-play scenario in front of their
peers. The online environment would provide a context to explore role-playing
without learners worrying about how they would appear to their friends. Games and
simulations might be more efficiently utilized in the elearning environment, because I
would not have to spend a class setting up roles and expectations, a class doing the
simulation, and a class to debrief the process.

Some of the potential drawbacks are the challenges that come with using
technology. Some technical issues in the computer lab have not been easily solved.
My project management plan would need to consider technical glitches and
implement a plan that offers alternative resources. Another drawback would be the
context in which the topic is delivered. Since culture is a dynamic, interactive
concept, the “human component” is important for real-world application; this
“humanity” may be difficult to achieve in the elearning environment. Follow-up
classroom discussions and activities would help translate the content into application
for interpersonal skills and human relationships. A face-to-face sharing and
discussion of cultural values within the classroom may have more of an impact in the
achievement of curricular goals.

5. Will this be a self-paced, online course or a group-paced, online course? For

example, IT5660 is a group paced, online course. What is your rationale for
that decision?

This will be a self-paced online course. Instruction will take place in the school
setting where resources might be limited to certain time frames or in the home,
where students and their families would need to access the course. Group-paced,
online instruction would be ideal but not very realistic. Also, given the sensitivity of
the topic, I think individuals would be more willing to share personal experiences in a
self-paced course. I think that a self-paced online course combined with teamwork
activities and collaborative structures in the classroom setting would be effective at
achieving curricular goals.

6. Who are the stakeholders?

The stakeholders are primarily the administrators, students, and teachers, but could
also include the families of students, the school board, and community business
owners.

7. What other instructional context issues, challenges or problems are important

in this situation?

I would have to consider accommodations and modifications to the curriculum. I

would have to keep in mind that not all of my students have access to a computer at
home.

EdWeb Analysis and Design Document Page 3 of 3

Goals and Outcomes
1. What do each group of stakeholders need to see to consider this instruction
successful?

2. What indicators will you use to determine if the instruction meets the desired
outcomes of each group of stakeholders?

Results stakeholders need to How you will collect data and

Stakeholder see to believe the EdWeb is measure changes
group successful
Administrators The EdWeb achieves curricular Baseline data collected August
objectives based on Colorado 2009-October 2009. Data collected
content model social studies after students complete the course
standards. by February 2010.
Teachers, The EdWeb achieves curricular Baseline data collected August
Students objectives based on Colorado 2009-October 2009. Data collected
content model social studies after students complete the course
standards. by February 2010.

3. What other outcomes do you need to measure?

Assessment data will need to be collected and measured against baseline data.
Having students complete a survey to reflect on their own learning from the
instructional course could be part of the formative evaluation. In addition, student
attitudes toward culture, linked to appreciation of cultural diversity, could be
evaluated. This data analysis would have to have a pre and post evaluation process
that would offer meaningful information.

EdWeb Analysis and Design Document Page 4 of 4

Learner Needs and Characteristics
1. What are the demographics of the learners?

a. Age range: 11-12 years old

b. Education levels and/or types of college degrees: 6th grade

c. Other important demographics, e.g., gender, race, ethnicity, languages,

disabilities?

Mostly Caucasian, but about 40% Latino. Gifted and talented learners, ESL students,
and SPED populations would need to be included, so appropriate accommodations
and modifications would have to be considered in the development of a self-paced
online course.

2. What prior experiences do potential learners have with this content or related
areas?

From diagnostics and assessment data from the beginning of the school year, most
of my students have very limited exposure to other cultures. By the middle of the
school year, nearly all of my social studies students have been introduced to the
concept of culture, cultural values, and cultural geography. The second half of the
school year’s curriculum is devoted to a cross-cultural analysis of various cultures in
the Eastern hemisphere. In terms of technology use, students have completed
research using computers and other various technology tools, and many have
completed web quests. At least 25% of sixth graders will have taken their technology
elective class by mid-year.

3. What are the technology skills of the learners?

a. Approximately what percentage of learners have taken online instruction before?

I would estimate that about 25% of sixth graders have taken online instruction
before, but this question would have to be answered through further research.

b. Do the learners have the needed technology skills to be successful in this

course?

If I consider the level of their skills in the design of my EdWeb, then they will have the
needed technology skills. If not, then prior classroom instruction of how to use the
technology would be necessary.

EdWeb Analysis and Design Document Page 5 of 5

4. What are the learning styles and skills of the learners?

c. Generally, what are the learning styles of your learners? If you have no idea,
how/where can you find that information?

In the past five years of teaching sixth graders, I have learned that learning styles
vary greatly. Incorporating the multiple intelligences into instruction usually reaches
the majority of learners. Since I also have ESL, gifted and talented, special education
learners, and severe needs learners, the more visual and interactive the content, the
better. I would assess the learning styles of next year’s sixth grade class by
administering a diagnostic to collect data at the beginning of the school year. This
data would help me in the development phase of the EdWeb.

d. Do they have self-directed learning skills?

Most of the learners come with learning skills acquired at the elementary level.
(Some are definitely more self-directed than others.) Skills include literacy,
organization, communication, compare and contrast, and creativity.

e. What other learning styles or skills issues are important to consider for the design
of this instruction?

The instructions within the design need to be simplified enough for sixth graders to
follow, but interesting enough to keep them on task. I think that it is critical not to rely
too much on auditory skills. Sixth graders, in general, do not have the best listening
skills. Modeling processes and giving examples would be important. Also, I need to
consider how I would accommodate all the possible needs of my learners. For
example, I have hearing and visually impaired students, so my design should offer
learning choices.

5. What are the reading skills/level of the learners?

The learners have a wide range of reading skills and levels. I have struggling readers
reading at a kindergarten level, and I have students reading up to a 10th grade level.
The reading level of my content should probably target a below sixth grade reading
level, to reach the majority of learners. Reading fluency checks that gauge the
reading level of all incoming sixth graders would offer data to help develop instruction
at the appropriate reading level.

EdWeb Analysis and Design Document Page 6 of 6

6. What are the expectations and/or assumptions your learners have about
instruction and/or this topic?

a. Do they have a positive attitude toward instruction?

About 70% of my sixth graders have a positive attitude toward instruction; about 30
% have a negative attitude. I would estimate that effective online instruction would
increase the learners with positive attitudes by 20% or more.

b. Do they have a positive attitude toward this topic?

One of the reasons that I chose this particular topic is that I think students have a
very positive attitude toward the topic of culture. In fact, when I have assigned a
culture project presentation in the past, I have had less than 5% of students who
chose not to participate.

c. What do they want or expect from instruction?

This is an amusing question, because one question that I always ask my sixth grade
classes from day one is “what do you expect of your teacher? “ I have never thought
to ask what they expect from instruction. Most want fun learning activities that
immerse themselves in the content. In my experience, they enjoy guided instruction,
hands-on learning, games, simulations, role-plays and dramas, visuals, video clips,
research, and collaborative learning. They expect instruction to offer expectations,
clear directions, choices, and opportunities to think and question. They often want to
and expect to be entertained.

7. What are the incentives and disincentives for learners to successfully

complete this instruction?

a. Will learners take this instruction in their free time or during their regular work
hours?

The incentives would be designated class times with the opportunity to explore the
instruction in their free time and at home.

b. Do learners need the instructional information? Do they get rewarded for using
it?

According to the Colorado model content standards, some of the instructional

information would be necessary. It is foundational knowledge that will allow cross-
cultural analysis. The reward would be having fun while learning and getting out of
the classroom setting for a while.

8. What other learner needs or characteristics are important and/or relevant to

this project?

N/A at this time

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Instructional Content
1. What is the scope of this instructional product, i.e., is it a lesson, a group of
lessons, a full semester course, a multi-course curriculum, etc.?

Initially, I want to design and implement a group of lessons. The topics would cover
culture, cultural traits, cultural traditions, and cultural symbols. Eventually, I could
expand this into a group of lessons tied to each unit of my second semester
curriculum.

2. What are the formal instructional objectives for the instruction?

Objective Condition Behavior Degree

#
1 Given definitions of learners will explain by writing their own
culture from online culture definition of culture
resources
2 Given examples of learners will analyze with at least five
culture traits from culture traits examples of their own
online resources culture traits
3 Given examples of learners will discover by categorizing at
cultural traditions from how culture traits least ten culture traits
online resources exemplify cultural with their respective
traditions cultural traditions
4 Given examples of learners will create within the context of
cultural symbols from their own symbol of place, reflecting both
online resources culture physical and human
characteristics.

3. Complete the following table.

Knowledge Cognitive Process Domain

dimension
Remember Understand Apply Analyze Evaluate Create

Fact
1 3 2 4
Concept

Procedure

Metacognition

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4. Write the mastery test question(s) for each objective, using the table below.
Objective
Given definitions of culture from online
resources, learners will explain culture by
writing their own definition of culture.
Given examples of culture traits from
online resources, learners will analyze
culture traits with at least five examples of
their own cultural traits.
Given examples of cultural traditions from
online resources, learners will discover
how culture traits exemplify cultural
traditions by categorizing at least ten
culture traits with their respective cultural
traditions.
Given examples of cultural symbols from
online resources learners will create their
own symbol of culture within the context of
place, reflecting both physical and human
characteristics.
EdWeb Analysis and Design Document Page 9 of 9
Mastery test question(s)
1. What is culture? Be sure to site at least
three examples from your resources in
your definition.
2. How do you define culture?
3. What is your culture?
1. What are the characteristics that most
cultures share? Give at least five
examples from your resources.
2. Choose five of the culture traits from
this list and explain how each relates to
your own culture.
1. In the following culture, match the
culture traits with the traditions that
they best exemplify.
1. What physical characteristics would
you use to describe your culture?
2. What human characteristics would you
use to describe your culture?
3. Using at least two physical and two
human characteristics, draw a symbol
reflecting your own culture. Label the
physical and human characteristics
with brief descriptions. Include and
label at least one culture trait and one
cultural tradition in your symbol.
5. What learning resources (databases, tools, documentation, articles, books,
job aids, people, etc.) will learners need during this instruction? How will you
obtain these learning resources?

Although I have not specifically chosen the best learning activities to assess the
course objectives, learners will need a computer with Internet access, a notebook
and writing utensil, Word program, and links and articles on culture, culture traits,
cultural traditions, and cultural symbols. I will need to collect images of culture traits,
cultural traditions, and cultural symbols with explanations. I will obtain these learning
resources by investigating the following resources: Google searches for culture,
culture traits, cultural traditions, and cultural symbols; online articles and websites
such as the National Geographic website; current curricular materials such as
resources from other social studies teachers, Unitedstreaming video clips,
bookmarked images and inserted Powerpoint images already used in class for
analysis and discussion; images from digital photos from travels, clipart, travel
calendars, travel brochures, geography calendars, National Geographic magazine
collection, postcards, Jing, and digital archives from the Smithsonian, museums, and
NEH. I will also obtain learning resources by creating them, if necessary. To make
the resources more accessible and relevant to students, I would also like to
incorporate images from local culture or have students create some of the learning
resources.

6. What other instructional content issues are important or relevant to this

project?

Relying heavily on visual images and multimedia to communicate learning

objectives, I need to be comfortable with tools like Jing and Voicethread. I need to
research and know the guidelines for using images, especially those that are subject
to copyright. Since the content can be sensitive to individuals and groups, I need to
pay careful attention to the images and text chosen. Peer feedback and review will
need to be critical parts of content development. In addition, I will need to involve
experts from gifted and talented, ESL, and SPED teaching backgrounds to ensure
that I am scaffolding my instruction to meet learner needs.

EdWeb Analysis and Design Document Page 10 of 10

Project Management
1. For the purposes of the Certificate Program, your EdWeb should be ready to
implement at the end of the third course, IT5680. During the second course
(IT5670), you will conduct a formative evaluation on a prototype of your
EdWeb. Do those milestones fit with the needs and/or expectations of the
organization sponsoring your EdWeb? If not, describe how you plan to handle
the problem.

I think that implementation would be mid-December, according to the UC academic

calendar. This does not coincide with my middle school calendar, unless I
implemented the curriculum during the last few weeks before holiday vacation break.
It would make more sense to implement the course in November, after fall testing but
before winter Maps testing. The best plan to handle this problem would be to
implement the course before the end of IT5680, if that is possible, or wait to
implement the course at the beginning of January. I would meet with the principal
and teachers to find out what time frame would be best for implementation.

2. Are you the content expert?

a. If no, is a content expert available to help you develop the content and review it
for accuracy? Do you anticipate any problems in working with this expert, e.g.,
time available, schedules, time zone differences?

I am not a content expert. There would be several content experts, including

classmates and instructors, to help me develop the content and review. My
colleagues at the middle school also have many years of teaching experience in the
development of curriculum. In addition, I have several friends with backgrounds in
cultural anthropology that would be willing to provide feedback on the content. I do
not anticipate problems in working with other experts.

3. What other types of experts do you need for this project?

Approximate Date for Discussion

Name/Title of Expert With This Expert
Kim Redman/Anthropologist Daily
Jeff Blacker/Literacy expert Daily
Kay Rider/Content expert-6th grade April 2009
Joe Simo/Asst Principal and school May 2009
site technology expert
Kirk Henwood/District IT Dept May 2009
Mary K Richardson/Literacy expert June 2009

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4. Who has to approve this project?

It would be wise to get permission from the current school administrators, Nancy
Alex and Joe Simo. I should obtain their approval as soon as possible, as it will affect
implementation of the EdWeb in the fall. Without their approval, I would need to
consider alternatives for the implementation phase.

5. Organizational change issues:

a. Are you breaking new ground in your organization with your EdWeb? If yes, who
may be threatened or intimidated by it?

Using an online course in the middle school setting will be ground breaking. I do not
believe others will be threatened or intimidated by it; I believe others will be intrigued
by it and will want to support the project. Those teachers who will need access to the
computers during the time of implementation may feel most intimidated by the
instructional course.

b. Who directly supervises the learners who will take your EdWeb? Does this
person support and/or value the instruction and/or your approach to the
instruction?

I used to supervise the learners directly, but I will be taking leave this next school
year. If I am not able to supervise the learners, then Kay Rider, the other 6th grade
social studies teacher, and Jeff Blacker, the reading teacher on my team, could
implement the EdWeb for the entire sixth grade. I feel that both of these individuals
would support and value the instruction; they are always seeking ways to integrate
literacy and technology in the classroom. My approach to the instruction would need
to be clarified for purpose with both instructors.

c. Are there people who want this project to fail? If yes, list their titles and why you
think they want this project to fail.

I would hope that no one would want this project to fail; I would enlist support before
proceeding with the project.

d. How and when will you inform each group of stakeholders about the project?

Administrators will be informed about the project through an initial e-mail as soon as
possible, to enlist their support and give them a general overview. In May, I will set
up an appointment to meet with both of them to discuss more detailed issues and
logistical concerns.

Teachers will be informed at an appropriate time, based on input from administrators.

Most likely in the fall, when everyone is generally much more enthusiastic about
teaching and learning, I will address all staff at a PLC (professional learning
community) meeting. Students, parents, and families will be informed in the fall
through a letter from the instructor. If possible, an informational meeting will be held
to invite community members, including district level representatives and school
board members, who also could be stakeholders in this process.

EdWeb Analysis and Design Document Page 12 of 12

6. What other resources or project management issues are important or relevant
to this project?

Other issues relevant to this project are time management. Time is a precious
resource to teachers, so I have to carefully consider how much time it will take
learners to complete my course. My reliance on experts is critical, as I might not be
able to implement the EdWeb directly. How will I gather the necessary formative
evaluation data without being the project manager? I need to consider alternative
settings in which this course could be administered. Could it be an after-school
program? Would the course be successful in a community setting? Since the push
right now is for literacy and social studies remains untested, it might be best for me
to frame my project as a literacy- based instructional EdWeb. The logistical and
technical issues of the implementation phase need further research. One possible
solution is to develop the initial EdWeb prototype as an adult tool and to implement it
through the PLC structure with teachers assessing the tool through students’ eyes. I
could then use the formative evaluation process to revise the course, then implement
it when I can directly evaluate the process through teaching, integrating my course
into the current curriculum.

EdWeb Analysis and Design Document Page 13 of 13

Design (part 1)

Instructional Design Model and Learning Theory

1. What is your theory, model or definition of learning? For example, some say learning
is the process of personalizing new information. Others say learning is the process of
memorizing new information. What is your definition?

Learning is experiential. The activation of background knowledge is critical. Learners

learn best through immediate connections, visual stimulation, application, and hand-
on activities. All efforts should be made to offer choices, relative to the multiple
intelligences. Not everyone learns the same way, so it is best to employ a variety of
instructional strategies to give the learner accessibility to the content. Real world,
authentic activities engage learners and motivate them to guide their own learning
and set their own learning goals.

2. Other than the CIVs and Horton’s Absorb, Do, Connect model, what, if any, other
instructional design models do you plan to use, i.e., Kolb’s Model of Experiential
Learning or Problem-Based Learning? See
http://carbon.cudenver.edu/~mryder/itc_data/idmodels.html. Note: You are only
required to use the CIVs and Horton.

Other than the CIVs and Horton model, I am interested in using inquiry-based
learning, the theory of multiple intelligences, and the quantum learning model.

3. What other instructional design issues are important or relevant to this project?

The design needs to apply instructional principles most relevant to my learning

population. Organization, especially the application of CARP, will be most useful.
Students will need to have a simplified design layout with clear, concise directions
and useful menus, searches, and perhaps even icons. I anticipate that the design will
be rich in images and multimedia, but it will be important not to overwhelm the
design. Help aids, such as a bibliography, glossary, FAQ section, and visuals should
help meet my learner needs.

Learning Activities
4. How do you intend to integrate the “Learner Centered” Common Instructional Value
into your EdWeb? Provide at least three specific examples.

Culture is a very personal, meaningful topic of high interest to sixth graders. Since
the course will be self-paced, learners will have control over their own learning.
There will be an opportunity for learners to explore links and resources related to
culture. The students will then create their own definition of culture, reflecting on their
own learning. They will also be viewing cultural symbols, which will motivate them to
create their own cultural symbol. I hope to integrate web tools such as Jing, which
will inspire creativity and motivate my learners.

EdWeb Analysis and Design Document Page 14 of 14

5. How do you intend to integrate the “Social” Common Instructional Value into your
EdWeb? Provide specific examples.

I plan to integrate the “social” value by fostering a sense of belonging, offering

learners a means of communication, and providing access to external communities. I
will carefully choose a variety of examples of linked cultural values to cultural
traditions to promote inclusiveness. Students will have the opportunity to share
impressions and thoughts in a forum. Follow-up classroom activities will offer
opportunities to collaborate and promote community. Finally, resources such as a
bibliography, glossary, and resource index will expand our learning community.

6. How do you intend to integrate the “Contextual” Common Instructional Value into
your EdWeb? Provide at least three specific examples.

The examples of culture, culture traits, and traditions will be real world and authentic.
I will require students to “think outside of the box” by giving them a problem of
matching culture traits to traditions. This will be like a simulation, similar to the job of
an ethnographer or archaeologist. I will have to explore the context more, but I would
like to design a type of game or simulation that will help achieve the instructional
objectives. Case studies might be a good activity to integrate into my EdWeb. Since
one of my objectives focuses on the students creating their own cultural symbol,
project-based assessment is another example of how I plan to integrate the
contextual value.

7. How do you intend to integrate the “Active” Common Instructional Value into your
EdWeb? Provide at least three specific examples.

The learning activities will be dynamic. The achievement of the first culture objective
will involve students in inquiry and discovery. By exploring online resources, they will
create their own definition of culture. The other learning activities will be hands-on.
Participation in a simulation to explore culture traits and traditions will be use of
experiential, exploratory learning. My game or simulation will involve decision-
making, providing opportunities for questioning and knowledge building. Finally, the
product creation of a cultural symbol will be a type of experimentation where
students will have time and space to practice applying their new knowledge.

8. How do you intend to integrate the “Supportive” Common Instructional Value into
your EdWeb? Provide at least three specific examples.

I will ensure that learning activities are culturally responsive by doing my research to
collect a variety of learning resources. I will differentiate learning by considering the
needs of my ESL, SPED, and gifted and talented students. I will incorporate different
multimedia to create a resource rich learning experience that will involve fun,
entertainment, and creativity.

9. Complete the following chart to describe the activities you plan to include for each
objective. In the first column, enter your objective. For each objective you may have
one, two, three or more activities. Briefly describe those activities in the second
column, entitled Activities. Put a checkmark in either the Absorb, Do, or Connect
column for each activity. That is, each activity is an Absorb activity, or a Do activity
or a Connect activity. Reference: Horton chapters 2, 3, and 4.

EdWeb Analysis and Design Document Page 15 of 15

 Objective
Given definitions of culture from
online resources learners will
explain culture by writing their
own definition of culture.
Given examples of culture traits
from online resources learners
will analyze culture traits with at
least five examples of their own
culture traits.
Given examples of cultural
traditions from online resources
learners will discover how
culture traits exemplify cultural
traditions by categorizing at
least ten culture traits with their
respective cultural traditions.
EdWeb Analysis and Design Document Page 16 of 16
Activities Absorb √ Do Connect
√ √

Exploratory Activity: Learners √
will explore online resources,
such as readings, stories, videos,
pod casts, and presentations.

Writing Activity: Learners will √
write their own definition of
culture.

Discovery Activity: Learners will √
explain which resources helped
them develop their definition by
selecting or citing at least three
resources.

Reading Activity: Learners will √
read mini-case studies.

Observe and Comment Activity: √
Learners will observe and
comment on culture traits from
images or explore a field trip.

Game Activity: Using a √
scramble-tile game, students will
choose culture traits from a list
of examples.

Writing Activity: Students will √
compose their own culture traits
examples on tiles.

Simulation Activity: Students √
will perform an ethnography
where students will make
choices to:
1. interview people
2. read case studies
3. research as a team

Ponder Activity: Students will √
categorize culture traits from
their tiles by explaining how
they show cultural traditions.
Given examples of cultural
symbols from online resources
learners will create their own
symbol of culture within the
context of place, reflecting both
physical and human
characteristics.

Research Activity: Students will √
explore and evaluate cultural
symbols through guided research
or a scavenger hunt.

Original-Work Activity: Students √
will create a cultural symbol of
their culture traits and traditions
using physical and human
characteristics.

10. What other issues related to learning activities are important or relevant to this
project?

It is important for me to design for my learner needs. I need to scaffold the instruction,
offering choices for learners to demonstrate their learning. At the same time, offering too
many choices will overwhelm the learner and not meet my objectives. Timing and
sequence of activities will need revision. I think that I will narrow the focus of my learning
activities, if this is truly designed for a week of classroom instruction. I will have to
explore the simulation and research activities more thoroughly, to see what resources
are available. The way I have designed the learning activities at this point, I have heavily
weighted the do and connect activities, and I wonder if sixth graders will have enough
absorb activities to successfully perform the do and connect activities. Since the topic of
culture is somewhat complex, I may want to incorporate more absorb activities into my
design. I also will need to refine my do and connect activities, choosing the most
appropriate and effective activities to meet my instructional objectives. Alignment of the
learning activities to goals is definitely a consideration.

EdWeb Analysis and Design Document Page 17 of 17

Formative Evaluation: Design Prototype
1. Your name and the title of EdWeb:

Amy Jane Priest: Culture: Traits, Traditions, and Symbols

2. Summary of the target audience for EdWeb:

The target audience is 10-12 year olds in the sixth grade at Centennial Middle
School in Montrose, Colorado.

3. Description of your formative evaluation participants:

My formative evaluation participants were four middle school students. One boy and
one girl are entering sixth grade this next school year, and one boy and one girl just
finished the sixth grade. I had hoped to have two other incoming sixth graders give
me feedback, but they were on vacation; however, they have agreed to participate in
the formative evaluation for the functional prototype.

4. Description of how you conducted your formative evaluation:

Initially, I contacted four incoming sixth graders and four seventh graders by phone.
Two of the girls did not return my calls, and two of the boys were unavailable until
mid-July, so I only set appointments with four kids. On June 30, the boys agreed to
meet between 3-4 p.m. at the Montrose Library. On July 1, the seventh grade girl’s
father brought her to my house in the morning, and the sixth grade girl’s mother
brought her to my house in the evening.
I conducted my formative evaluation face-to-face, since I decided that this method
would yield the richest data. I asked the questions from my design prototype plan,
with some slight modifications. One change was the use of a Likert scale 1-5 instead
of 1-10. I showed them the design prototype with changes made to the color
scheme, typography including font style and font sizes, and choice of images on the
home page. Overall, I had six different versions of the homepage in addition to four
examples of fonts and navigational changes on some of the other pages. The
questions primarily focused on the usability, color scheme, topography, images, and
overall content appeal. If the feedback was constructive, I also asked probing
questions such as “Why?” or “Could you be more specific?” or “Please explain what
you mean.” Each of the meetings generally took about 30-45 minutes.

EdWeb Analysis and Design Document Page 18 of 18

5. Data Results
Question you asked
1. On a scale of 1 to 5, with
1=completely disagree and
5=completely agree, please rate the
following statements:
a. This website would be easy for
sixth graders to use.
b. The colors chosen would appeal
to sixth graders.
c. The text is easy to read.
d. The images chosen relate to
culture.
EdWeb Analysis and Design Document Page 19 of 19
Summary of the data **
I used the Likert scale for question
one. The scale was 1 to 5. 1 was
completely disagree and 5 was
completely agree.
Mean= 4.25 Range= 4-5
Mean= 3.75 Range= 3-5
Mean= 4.5 Range= 4-5
Mean= 4.25 Range= 3-5
Changes you plan to make to
your EdWeb based on this
data
I will focus on making the content
easy to navigate.
I am most surprised by these
ratings. 100% felt the color
scheme would appeal to sixth
graders but could be better. 25%
said that the colors should be
even brighter, which I do not
think should be the case. Since
100% liked the color-coding for
each topic, I am going to keep
the color scheme that I have but
make changes to some of the
navigation and link colors.
I will use 20 pt font size instead
of 24 pt font size for the main
text, and font styles will not
change.
I will definitely focus development
of my functional prototype on the
cultural symbol objective, as this
will most likely have the most

e. The activities would be fun.
f. I could learn a lot about culture in
this website.
2. Which home page do you like the
best? Why?
3. Which page of text do you find
easier to read? Why?
EdWeb Analysis and Design Document Page 20 of 20
Mean= 4.5 Range= 4-5
Mean= 4.75 Range= 4-5

100% liked the homepage with
the #FEB228 background color.

25% preferred the collage #1 of
people image on the home
page, and 75% preferred the
clip art image.

50% (girls) liked a blue
navigational bar with black text,
while 50% (boys) liked a white
navigational bar with black text.

100% liked the blue buttons on
the homepage.

100% liked Verdana for the
main text font style.

100% liked Bookman Old Style
for heading font styles.

100% thought both font styles
images related to culture. I can
then receive constructive and
valuable feedback on selected
images to aid in developing
pages for the other objectives.
I will continue to develop content
that I think will be meaningful and
engaging for sixth graders.
I will continue to develop content
that I think will be meaningful and
engaging for sixth graders.
I am torn with which home page
image to use-collage or clip art
painting. Based on my current
data, I would select the clip art
painting for the homepage. I will
have to get more data to decide
on white or blue for the
navigational bar. If I had to make
a decision right now, I would
select white for the navigational
bar because I personally think it
does not distract as much from
the content, which should be the
primary focus of the home page.
I will use 20 pt font size instead
of 24 pt font size for my main
text.
 were easy to read.

75% preferred 20 pt font size
for body text, and 25%
preferred 24 pt font size for
body text.
4. Describe what you think of when
100% felt that 100% of images I will change at least three
you look at these images. Do the on the home page related to images out of the fifteen shown
images relate to culture? culture. in the design prototype. I will
Each individual image in the collage of consider smaller sizes for images
people from left to right, up and down in the overall design scheme. I
on the home page was evaluated. will continue to look for relevant
(M=Male, F=Female; 7=recent 6th images that specifically relate to
grader, 6=incoming 6th grader) culture.
Responses are as follows:
7M: “poverty, religion, loyalty,
happiness, concentration, fear,
laughing, friendship, dedication.”
6M:”little girl maybe from Africa,
serious, happy boys maybe at a
festival, I don’t know, good friends,
some man maybe in China.”
7F:”thinking a lot, zoning out about
something, fun, looking at something
in the distance, two best friends,
waiting for business.”
6F:”She might be from Africa, sad,
happy, nothing for that one, friendship,
relaxed.”
In the second collage where three of
the images were replaced by “less
juvenile” images, 100% of

EdWeb Analysis and Design Document Page 21 of 21

 respondents felt that the three
changes were not related to culture as
well as the original homepage images
(as submitted in revised mockup
assignment).
Additional responses about the
collage vs. clip art painting on the
home page:
7M: “The collage of people looks too
serious, and looks like the site might
be difficult. The abstract picture is fun
and exciting…I also think the images
support the text when the images are
smaller.”
6M: “I like the blue better than the
collage because it stands out more.
The painting is a bunch of people
doing different things like culture.”
7F: “The people are cool morphed, but
I like the color and contrast of the
painting. The painting colors are
brighter, but the pictures [in the
collage] might help sixth graders know
what’s going on.”
6F: “The painting has a whole bunch
of colors and a lot of really happy
stuff.”

100% felt that the fifteen
images shown related to
culture.

25% thought that 1/15 of the

EdWeb Analysis and Design Document Page 22 of 22


5. What interests you most within this
website? What is your favorite part?
Which topic would you explore first?
Why?
6. What do you not like about this
website? What would you change?
Why?
EdWeb Analysis and Design Document Page 23 of 23
images shown would not
appeal to sixth graders.

50% (boys) liked the symbol
section; 25% liked the traits
section, and 25% thought the
games would be their favorite.

75% mentioned navigation and
liked the idea of a next
page/previous page at the
bottom right corner of each
page.
The symbols section will be the
first objective for my functional
prototype. It will be important to
make the content interesting for
girls as well as boys. I should
also consider development of at
least one game, perhaps the
traits matching game and/or the
ethnography page of the
traditions objective.
I will certainly make the
navigation easier by adding rich
navigation. I will add a next
page/previous page tab on each
page.
 6. Reflections:
a. What is the most important thing you learned from this assignment?

I frankly felt that the process of data collection from my middle school audience
would not yield valid and reliable data, but the face-to-face method was incredibly
useful. I learned that middle school students are really good at giving feedback; I
had underestimated their knowledge of web design. In fact, I was pleasantly
surprised by the consistency in their responses. Even though I only had data
from four kids, it was valuable enough to give me a “snapshot” of the changes
that I need to consider for my functional prototype.

b. What will you do differently, if anything, the next time you conduct a
formative evaluation, i.e., the formative evaluation of your Functional
Prototype the end of July?

I will contact my participants earlier in the process, so that I will have a larger
timeframe for data collection. Three of the four participants in the formative
evaluation of the design prototype have already agreed to be a part of the review
of the functional prototype. I will involve more content experts in the evaluation of
the functional prototype, and I hope that this will include face-to-face feedback.

c. How are you feeling about your EdWeb? Describe any concerns or
problems that are bothering you.

My EdWeb is progressing, but I have not been working on content development

as much as I would like to be. I am also still torn about which homepage image to
use. I am mostly concerned most about my selection of images and navigational
issues. I have searched for more images, so I feel a little more confident about
my decisions. I am working through the Lynda videos about navigation, so
hopefully, by the time that you review this assignment, I will not be struggling as
much with navigation. Given other commitments, I hope that I will have enough
time to become comfortable with Dreamweaver and CSS to deliver a quality
product.

EdWeb Analysis and Design Document Page 24 of 24

Design Prototype Plan
Color Scheme
Color RGB # Main Purpose
Background
254-178-40 FEB228 Homepage

Background
206-89-27 CE591B Culture Topic pages

Background
164-12-38 A40C26 Culture Traits pages

Background
143-216-255 8FD8FF Cultural Traditions pages

Background
Cultural Symbols pages
84-126-186 547EBA

Background
Glossary pages
81-184-82 518B52

Main Title Homepage

00-00-00 00-00-00 Main Body Text
Borders
Highlighted Text
255-255-82 FFFF52 Links
Accent Color
Navigation bar
255-255-255 FFFFFF
Text on some pages

154-4-147 9A0493 Accent Color

Rationale for Color Scheme

An image from Microsoft clip art inspired this compound color scheme. I have chosen
warm and some cool colors for backgrounds to focus learners. Blues and oranges offer
a complementary contrast for the entire site. When I think of culture, I think bright colors
are important to emphasize the diversity of people.

According to http://www.sibagraphics.com/colour.php, orange is associated with energy

and vitality. It stimulates mental activity and is very popular with my pre-teen audience.
The website also said that orange helps images seem closer and larger but should not
be over-used. The selection of the other colors for the backgrounds of the various topics
will help color-code the site by topics, helping to make the pages easier to navigate. The
pages that involve the analysis of images will have orange hues as backgrounds, and

EdWeb Analysis and Design Document Page 25 of 25

the pages where image analysis is not as critical will involve blue hues. Blue is least
disliked by the world’s cultures. In addition, brain research notes the calming effect of
blue hues, offering harmony in the design for active middle schoolers.

The school colors of black and maroon have also been incorporated into the design so
that students associate website content with overall school culture goals (possibly
activating background knowledge). Black was chosen for the main text color, as it
provides strong contrast with all of the selected background colors. The usage of black,
white, and yellow helps maintain a professional appearance.

Typography
Bookman Old Style, a serif typeface, will be used for my title, headings, and highlighted
parts of the text. The style maintains its ability to be read at even small sizes, and
readability is critical to my audience. In addition, this typeface seems formal yet fun
looking, and does appeal to my audience. The serif style contrasts nicely with Verdana,
a very readable sans serif font for body text. Based on results from the formative
evaluation for the design prototype, the font sizes will be 20 pt, or Verdana 3, for body
text. According to Jakob Nielsen in the “Usability of Websites for Teenagers” published
January 31, 2005 ( based on the Nielsen Norman Group Report of “Teenagers on the
Web: 61 Usability Guidelines for Creating Compelling Websites for Teens”), teenagers
“don't like to read a lot on the Web… Even though most teens are sufficiently sharp-
eyed, they move too quickly and are too easily distracted to attend to small text.”
The choice of this font size will help my learners maintain focus and interest.

Navigation Scheme
By clicking on the buttons of the navigation bar found at the top of the homepage and at
the top of each topic page, you can navigate through the topic lessons. In addition, blue
buttons are found next to lesson descriptions in the center of the homepage.

Home page navigation bar

Home page buttons

On each lesson page (for example, culture.html), a menu bar below the banner lists
each activity in the lesson. Back and next page buttons are also on the bottom right
corner of each activity page, helping you to navigate from each activity.

Menu bar example

Back and next page buttons

EdWeb Analysis and Design Document Page 26 of 26

Navigation Diagram

Homepage

Lesson Pages

Culture Traits Traditions Symbols Glossary

culture.html traits.html traditions.html symbols.html glossary.html

Activities

Links Field Ethnography Example Resources

Studies Credits

Define Field Trip Matching Map

Culture Game

Game Rubric

Your
Symbol

Readability Statistics

For the readability test, I pasted the following EdWeb text into Word:

Groups of people express their behaviors, beliefs, ideas, attitudes, and values
differently. Those expressions are their culture.

Your culture is how you express yourself and how you relate to the world around you.

By matching cultural traits to the traditions that they represent, you’ll learn about
traditions from around the world.

People show their culture through the characteristics, or culture traits, of their culture.
Culture traits can be learned or passed down, and many of them are based on symbols.
Culture changes and sometimes traits have to adapt.

How many cultures will you explore? It’s like “The Amazing Race.” Click on the images
on the world below and unlock what each symbol reveals about its culture.

EdWeb Analysis and Design Document Page 27 of 27

The Flesch Reading Ease score is 65.9, and the Flesch-Kincaid Grade Level score is
6.9. Since the EdWeb audience targets sixth graders at mid-year, the scores reveal that
I am developing appropriately leveled literacy content, even a little above their
instructional level. With text revisions, I will need to include modifications and
accommodations so that I address the instructional reading level needs of readers who
are below grade level. This might include more vocabulary support through hyperlinks to
the glossary page, along with careful attention to dual coding, and text highlights to
emphasize important information. Running readability tests on all sections of my EdWeb
will provide data to help maintain the right reading level of content.

ADA
What is the most important thing you learned about ADA compliance?

People with disabilities need to have accessibility to websites. By running the ADA
compliance test, web designers have a very useful tool to help make their sites more
accessible. For example, I ran an accessibility test on just my home page. I discovered
that there are numerous ways that I can make my site more accommodating. Some
major techniques include adding alt text so images have text descriptors, ensuring
enough contrast between foreground and background colors, and not using the same
link phrase when the links point to different URLs. These are certainly manageable
revisions that I can make to improve my site. The key of accessibility is consistency in
structure and other ways to access the content.

Functional Prototype: Formative Evaluation Plan

1. Process
My process involved making phone calls and e-mailing participants. I arranged individual
meeting times for three students, but, due to availability, I had to e-mail five other
students to evaluate the functional prototype during the last two weeks of July. I received
feedback from three of the five e-mailed students. In addition, I e-mailed twenty SMEs,
planning on e-mail feedback from at least two of the experts and face-to-face meetings
with at least two experts. Fortunately, I received e-mail feedback from almost half of the
SMEs, and I was able to meet face-to-face with two of the SMEs.

2. Participants
My participants included six middle school students. I had two incoming female sixth
graders and two incoming male sixth graders review the functional prototype. In addition,
I had one female and one male who just finished sixth grade give feedback. My content
experts, who responded by e-mail and/or phone were: Jessica Blacker, elementary
literacy expert; Kirk Henwood, district director of instructional services; David/Jane Ryan,
6th grade SPED teacher and counselor; Mary Kay Richardson, 6th grade literacy expert;
Susan Beutler, former elementary technology teacher; Judy Reeves, district elearning
content developer for the Jefferson County School District in Kentucky; Hallie Tauman,
retired fifth grade teacher in Phoenix; Delores Redman, retired district elearning
developer for Jefferson County Schools; and Kim Redman, cultural anthropologist.
Although many of my content experts are educators at Centennial Middle School or in
the Montrose School District, I had about 30% of my SME feedback from people outside
of the district.

EdWeb Analysis and Design Document Page 28 of 28

3. Formative Evaluation Questions
For students:
Using the Likert scale of 1 to 5, with 1=completely disagree and 5=
completely agree, rate the following statements:

1. I understand the learning goals of this website.

2. The content of the pages is easy to understand.
3. The navigation is clear and easy to use.
4. I knew what I was supposed to do on every page.
5. The pictures connect to the content activities.

If a student responds with 1-2 on any question, then I will ask them to
explain why and describe what he/she would do to improve the topic.

Mastery Test Questions

Based on the activities that you just participated in, answer the following
questions:

1. Define culture.
2. What resources did you find most helpful to describe culture?
3. If you had to create a cultural symbol, describe what you would draw or
please draw your cultural symbol on this piece of paper. Explain parts of
your symbol.

Open-ended questions:
1. What did you like most/least about the navigation?
2. What pages were difficult to understand?
3. How would you change the content or activities?
4. Are there any images that you would change?
5. What would make this website more functional?
6. Do you have any other comments or suggestions?

For SMEs:
Using the Likert scale of 1 to 5, with 1= completely disagree and 5=
completely agree, rate the following statements:

1. The learning goals of the website are clear.

2. The content is appropriate and respects cultural diversity.
3. The navigation is clear and easy to use.
4. The visuals are appropriately chosen.
5. The visuals connect to the content and learning goals.

If you rated any of the above statements with a 1-2, please explain
your reasoning. Be as specific as possible.

EdWeb Analysis and Design Document Page 29 of 29

 Open-ended questions:
Please respond to the following questions. Keep in mind that the target
population is mid-year sixth graders at Centennial Middle School. Be as
specific as possible.

1. Are there errors on any of the pages?

2. How would you change the content or activities?
3. Are there any images that you would change?
4. What would make this website more functional?
5. Do you have suggestions about how the content could be better
differentiated (especially for SPED, ELL, struggling reading populations)?
6. Do you have any other comments or suggestions for improvement?

EdWeb Analysis and Design Document Page 30 of 30

Data Results- Student Formative Evaluation of Functional Prototype
Question you asked
1. Survey questions
On a scale of 1 to 5, with
1=completely disagree and
5=completely agree, please rate the
following statements:
a. I understand the learning goals of
this website.
b. The content of the pages is easy
to understand.
c. The navigation is clear and easy
to use.
d. I knew what I was supposed to do
on every page.
EdWeb Analysis and Design Document Page 31 of 31
Summary of the data **
I used the Likert scale for question
one. The scale was 1 to 5. 1 was
completely disagree and 5 was
completely agree.
Mean= 4.67 Range= 4-5
Mean= 5 Range= 5
Mean= 4.33 Range= 3-5
Mean= 4 Range= 3-5
Changes you plan to make to
your EdWeb based on this
data
I will continue to follow my
learning goals as I develop the
content.
I will continue to develop
meaningful and relevant content.
It seems that navigation may still
need to be improved.
I will need to focus on rich
navigational strategies and make
sure that directions of what to do
on each page are clear. Whether
the low ratings (on the previous
question and this one) are due to
concerns with navigation or
incomplete content is unclear.
Since 100% of respondents rated
the content as easy to
understand, I have to assume

e. The pictures connect to the
content activities.
2. Mastery Test Questions
Based on the activities that you
just participated in, answer the
following questions:
Mean= 4.67 Range= 4-5
that the problem is navigation.
After finishing the content and
running another formal
evaluation, I will address
changes based on new data.
I will continue to use dual coding
in creating content matched to
my learning objectives.

a. Define culture.
83% of respondents were able Making the links functional and
to define culture with varied creating the define culture activity
personalized responses: directions should help students
“It’s …everything that a person does” be able to accomplish this
“Culture is like people’s attitudes and learning objective.
what they feel.”
“I don’t know.”
“I think it has to do with people and
their different ways of doing things.”
“It’s how groups learn about each
other.”
“Where you come from”

b. What resources did you find most
100% of respondents stated I plan to fix the links; in fact, I
helpful to describe culture? that the introduction and the have the page of links functional
culture pages were the most in Dreamweaver. I am still
helpful resources; however, working on the CSS for this

EdWeb Analysis and Design Document Page 32 of 32


c. If you had to create a cultural
symbol, describe what you would
draw or please draw your cultural
symbol on this piece of paper. Explain
parts of your symbol.
3. Open-ended Questions
a. What did you like most/least about
the navigation?
b. What pages were difficult to
understand?
c. How would you change the content
or activities?
EdWeb Analysis and Design Document Page 33 of 33
67% also mentioned that the
links did not work.

Only 17% of respondents were
able to complete this test
question.

100% liked the back page and
next page arrows.

100% mentioned the
navigational bar as being
useful.

67% said that the links did not
work or mentioned that the
links caused some confusion.

100% said that none of the
pages were difficult to
understand.

17% wanted to see the traits
and traditions activities,
page.
Since the cultural symbols
content was not fully developed, I
will continue to develop this
content and then perform another
formative evaluation based on
this section.
I will keep my navigational bar
and arrows on each page. I will
add rollovers and create color
changes for changed links. I will
consider color scheme changes
within my navigational bar,
including changed states.
I will continue to run readability
assessments as I develop my
content to insure that I making
accessible learning activities.
Since one student mentioned
that there was “just the right
amount of text” on each page, I
will not overload my pages with
too much text.
I will focus on developing
multimedia resources in IT5680,
 especially the games. especially video and animation. I

33% mentioned the need for will ask SMEs for more
videos and more resources resources.
available in the content.
d. Are there any images that you
100% said that they would I will continue to use dual coding.
would change? change no images.

17% noticed some of the image
changes from the design
prototype and commented
favorably on the revisions.
(M=Male, F=Female; 7=recent 6th
grader, 6=incoming 6th grader)
7M: “All of the images relate to the
activity you are about to do.”
6F: “ I really liked the pics on your
website.”
6M: “good images.”
e. What would make this website
83% mentioned that functional I am working on making the links
more functional? links would make the website all functional.
more functional.
f. Do you have any other comments or
Only 50% of respondents had
suggestions? additional comments or
suggestions.
(M=Male, F=Female; 7=recent 6th
grader, 6=incoming 6th grader)
7M: “I am sure that the website will be
great when you all the games and all
the other activities.”
6F: ”There were some great pictures.”
6F: “I really like the reading parts and

EdWeb Analysis and Design Document Page 34 of 34


Data Results- SME Formative Evaluation of Functional Prototype
Question you asked
1. Survey questions
On a scale of 1 to 5, with
1=completely disagree and
5=completely agree, please rate the
following statements:
a. The learning goals of the website
are clear.
b. The content is appropriate and
respects cultural diversity.
EdWeb Analysis and Design Document Page 35 of 35
using the top.”
Summary of the data **
I used the Likert scale for question
one. The scale was 1 to 5. 1 was
completely disagree and 5 was
completely agree.
Mean=4.71 Range= 4-5
Mean=4.71 Range= 4-5
Changes you plan to make to
your EdWeb based on this
data
I will continue to follow my
learning goals as I develop the
content.
I will continue to develop
meaningful and relevant content,
but I need to be more specific in
explaining the focus of the
course on the homepage. The
primary goal of introducing
culture is tied to the curriculum of
the Eastern Hemisphere, but
some SMEs commented that the
images and content should
include Native Americans and
Europeans. Looking at the home
page through their eyes, I would

c. The navigation is clear and easy
to use.
d. The visuals are appropriately
chosen.
e. The visuals connect to the
content and learning goals.
EdWeb Analysis and Design Document Page 36 of 36
have made the same
assumption.
Mean=4.86 Range= 4-5 It seems that navigation is clear
for my SMEs, but not as clear for
sixth graders. The incorporation
of rich navigational strategies
should improve overall website
usability.
Mean=4.71 Range= 3-5 Since inclusiveness was a
concern in some of the
comments, I am hoping that a
more specific explanation of the
course purpose on the home
page will clarify the selection of
images.
Mean=4.71 Range= 4-5 I will continue to use dual coding
in creating content matched to
my learning objectives.
2. Open-Ended Questions
Please respond to the following
questions. Keep in mind that the
target population is mid-year sixth
graders at Centennial Middle
School. Be as specific as possible.
Based on the activities that you
just participated in, answer the
following questions:

a. Are there errors on any of the
43% responded that there were Making the links functional and
pages? no errors. creating the remainder of the

57% said that errors were content should address this
related to the lack of functional feedback.
links:
One respondent said, “I did not see
errors, but I was unable to connect to
many of the links. We are having
computer issues, so that may be a
function of our computer.”

b. How would you change the content
43% mentioned that the links
or activities? need changed.
“I might add some Native Americans
and Europeans.”
“Hard to say when the links are not
set up yet. I like the idea of a matching
game. “
I plan to fix the links; in fact, I
have the page of culture links
functional in Dreamweaver. I am
still working on the CSS for this
page.

EdWeb Analysis and Design Document Page 37 of 37

 “Just complete it.”
“I love the colors and pictures.”
“I liked everything that I saw, but some
links were broken, so it is hard to say
if I would change anything.”
“I loved the choices in the content.”
“Many of the links do not work. I
realize that this may be due to the fact
that it is a work in progress…”

c. Are there any images that you
57% thought that no images I will continue to search and
would change? should be changed. include inclusive, representative

29% wanted more inclusive images in my content. I will
images. address inclusiveness in the text

14% thought that one graphic explanation on the home page. I
should be changed. will find another more
“I might add some Native Americans representative graphic for the
and Europeans.” culture links page.
“No, they’re engaging and diverse.”
“No, good images.”
“No, I really liked the globe with
images.”
“No, I loved the images.”
“I would change the culture links page
graphic. It does not seem to fit with
the other graphics.”
“Images are good but seem to lean
toward Asian cultures. It would be
good to find some other cultures…”

EdWeb Analysis and Design Document Page 38 of 38

d. What would make this website
71% mentioned links I will take all of the comments
more functional? somewhere in their answer. into consideration. I will make my
“Working links.” links functional and relevant. I
“Will one of the links provide questions plan to incorporate multimedia. I
to students to help them discover the will correct the navigational
aspects of their own culture? For concerns, as well as add obvious
example: How do you value time? Or changed link colors.
other questions about family, or
money? Also, will there be examples
of a cultural generalization of ethnic
groups and what makes their culture
unique and sometimes opposite in
beliefs when being compared? For
example, Hawaiians (in general) are
highly family oriented, time is not of
importance, and they have a small
body-space “bubble.” In contrast, an
Anglo from the mainland U.S. tends to
be lower on the family scale, very high
when it comes to importance of time,
and a medium sized body-space
“bubble.” These questions and
examples may help the reader make
connections between the content of
the site and themselves.”
“Just complete it.”
“Nothing. Big thumbs up so far. I’d like
to see the final product.”
“Having all of the links work.”
“I did not notice, but links to real life
videos tied to the specific learning

EdWeb Analysis and Design Document Page 39 of 39

 objective would be impressive to show
the culture in action/reality so to say.”
“The rubric page needs a navigation
button or a statement to use the back
arrow on the browser.”

e. Do you have suggestions about
43% suggested the addition of I will continue to run readability
how the content could be better vocabulary support. assessments as I develop my
differentiated (especially for SPED,
43% had no suggestions. content to insure that I making
ELL, struggling reading populations)?
29% suggested the addition of accessible learning activities. I
sound. will learn how to add vocabulary
“Adding sound.” strategies. I like the last expert’s
“I guess making sure to have list of suggestions, so I will
pronunciation guides for difficult certainly explore those options.
words. Perhaps that will come into
play on the glossary page.”
“Not at this time.”
“No, I think it was clear enough for
most students to use independently.”
“No.”
“A sidebar of vocabulary critical with a
hotlink for various language
translations and examples would be
cool.”
“Include a mouse over so the
definitions of difficult words will pop
up, add sound with the option for the
text to be read, include pictures on the
glossary page (which has a 404 error

EdWeb Analysis and Design Document Page 40 of 40


f. Do you have any other comments or “I love the artwork on the home page! I will take all of these comments
suggestions for improvement?
EdWeb Analysis and Design Document Page 41 of 41
so I can not see it) to illustrate the
definition.”
I also like your unlock symbol used on and suggestions for improvement
the examples page.” into consideration.
“Besides providing examples and
asking specific questions like I
explained in number four above, is
there a place to include nonverbal
behavior? For instance, a handshake
or bow is indicative of culture. The
map with symbols and the rubric are
great! Again, the web site has
engaging visuals and an interesting
topic. It made me excited to learn
more.”
“Great visuals and easy to navigate
around.”
“I loved the globe and the Amazing
Race comparison. I would have
enjoyed seeing the links.”
“You have put in a lot of work. Be sure
to put navigation on pages to get back
to Home when you get all your links
built.”
“I suggest that you make the items on
each a page a little smaller so the
entire page can be seen without
scrolling on a smaller monitor. I have
an extended screen laptop and still
 need to use the scroll bar. The
navigation buttons located at the
bottom of each page do not show
unless the reader scrolls down the
page.”
“Each of the areas represents a goal
and each is very clear and detailed.
The content is free of bias and
respects all cultures. A definition of
culture in general as a goal is broad
and respectful. The visuals include a
variety of cultures. They are colorful,
engaging, and full of energy.”

Dual Coding and the Picture Superiority Effect

Dual Coding is vital to web page design. When visuals and text support one another, people remember information better. The
picture superiority effect is basically the adage, “a picture is worth a thousand words.” People remember images more than they will
remember text. Selection of the right graphics can make a web page more effective.

Functional Prototype Graphics

Screen Screen Shot Image Description
Category
Home page Navigational bar Organizational
Home page Microsoft clip art Decorative

Home page Blue Buttons Organizational

Culture page Navigational bar Organizational

EdWeb Analysis and Design Document Page 42 of 42

Culture page African child Representative

Culture page Teenager praying Representative

Culture page Boys with masks Representative

Culture page Boy from India Representative

Culture page Little girls laughing Representative

Culture page Chinese man and writing Representative

Culture page Next page button Organizational

Culture links page Navigational bar Organizational

Culture links page Vector art of researchers Decorative

Culture links page Back page button Organizational

Culture links page Next page button Organizational

Traits page Navigational bar Organizational

Traits page Photo of people in crowd Representative

Traits page Next page button Organizational

EdWeb Analysis and Design Document Page 43 of 43

Traditions page Navigational bar Organizational
Traditions page Family photo Representative

Traditions page Parade of uniformed girls Representative

Traditions page Buddhist performing ritual Representative

Traditions page Next page button Organizational

Symbols page Navigational bar Organizational

Symbols page Times Square signs Representative

Symbols page Next page button Organizational

Examples1 page Navigational bar Organizational

Examples1 page Dragon from Singapore Representative

Examples1 page Lock symbol Representative

Examples1 page Old City Jerusalem Representative

EdWeb Analysis and Design Document Page 44 of 44

Examples1 page Arabic writing Representative

Examples1 page Indian elephant Representative

Examples1 page Chinese gate Representative

Examples1 page Back page button Organizational

Examples1 page Next page button Organizational

Examples 2 page Still acquiring images around Montrose, CO Photos of cultural symbols Representative
Map page Navigational bar Organizational
Map page Vector art of a runner Decorative

Map page Arabic script Representative

Map page The Sphinx Representative

Map page West African boats Representative

Map page South African architecture Representative

Map page Dome of the Rock Representative

EdWeb Analysis and Design Document Page 45 of 45

Map page Arabic script Representative

Map page Muslims around Makkah Representative

Map page Fish in Korean temple Representative

Map page Chinese pagoda Representative

Map page stupa Representative

Map page Buddha Representative

Map page Rickshaw in Bangladesh Representative

Map page Puja art Representative

Map page Angkor Wat Representative

Map page Japanese temple Representative

Map page Sydney Opera House Representative

Map page Back page button Organizational

EdWeb Analysis and Design Document Page 46 of 46

Map page Next page button Organizational

Rubric page Rubric at www.4teachers.org Organizational

Your Symbol page Navigational bar Organizational

Your Symbol page To be created Example drawing of symbol Interpretive
Your Symbol page To be created Labels on drawing Interpretive
Your Symbol page Back page button Organizational

Your Symbol page Next page button Organizational

EdWeb Analysis and Design Document Page 47 of 47

Reflections: Site and Page Critiques

The feedback I received on the functional prototype of my EdWeb was reliable and valid.
Both agreed that I applied CARP well, except for some issues with “white space.” Both
said that I was dual coding and that my content aligned with learning objectives. Their
comments seemed to be similar to data results received during the formative evaluation.
Navigation and usability were the two major concerns, which I plan to address in the
future development of my EdWeb.

The most important thing I learned from critiquing two of my colleagues' functional
prototypes was that details are just as important as the overall final product. Having to
use the checklist of questions made me focus my attention on all of the details important
to page design and usability. CARP, navigation, and content development are critical to
the overall formative evaluation. In evaluating the two prototypes, I realized that I need to
have more consistency in my overall site interface design. Both websites that I looked at
had good organization, effective navigation, and functional links; I would like to focus on
these concerns in my own design.

Future Plans for EdWeb

My formative evaluations, in addition to the site and page critique feedback, will drive my
content development and organization of the overall site interface. As most student
participants and SMEs felt that the learning goals are clear and that dual coding is being
applied effectively, I can now focus on navigation and strategies for the differentiation
and further development of appropriate, inclusive content.

Specifically, functional links within the navigation was an area for improvement. Perhaps
a good strategy would be to develop the remainder of my first culture objective, since it
has many links. I could then accomplish two goals: strengthening my skills of applying
HTML and CSS within Dreamweaver while creating a prototype for the development of
content links that students and SMEs could then re-evaluate.

Once I received feedback on the developed links, then I could incorporate multimedia for
the define culture activity page. In the meantime, I could be developing the necessary
content for the cultural symbols pages, especially the text and images for the map
activity. Since I have already acquired the local images for the examples pages and
have already developed the rubric for the activity, this learning objective would be the
next logical one to complete for prototyping.

Website and instructional design is art and science; it is a careful balancing act between
focusing on all the details while taking steps to create the overall “big picture”. At this
point, I think I will be caught up in the details while moving toward the larger goal of
developing a quality project that I can proud of in the future. During the few weeks break
before the next course begins, my best plan would be to create a checklist of my future
EdWeb goals along with a timeline for how to best achieve them. I will specifically look at
my detailed comments in the third column of the data results from my formative
evaluation to synthesize and summarize the overall “big picture.”

EdWeb Analysis and Design Document Page 48 of 48