Web-based Instructional Design Evaluation
CET 747
Sandy Nightingale
Introduction:
I chose to evaluate two websites that could be used in my area of
teaching in elementary education. The
first is an on-line module for PowerPoint found on the Internet4Classrooms
website. The second is an interactive
website called the “Great Plant Escape” created by the
Site URL:
http://www.internet4classrooms.com/powerpoint.htm
Objectives of Site:
This module was designed to provide an authentic task for students to accomplish while integrating technology into other areas of the curriculum.
The site contained clearly stated learning objectives presented as a real-life authentic task to capture the students’ attention. The requirements and objectives for the assignments were clearly stated making it very easy for the student to understand what was expected.
Audience:
I was not able to find a specific age or grade-level assigned to this module, but I would find it very appropriate for grades 6-8. This site also contained information and links useful for teachers integrating PowerPoint into other curriculum areas.
Web Design – Organization, Navigation, and Usability:
The website is organized in a linear sequence. This is necessary to allow the skills to build upon one another. The layout is uncluttered and easy to follow. The material presented is “to the point” and without a lot of distractions. The white background is appropriate, the fonts readable, the colorful headings attractive, and the images clear. The links to other pages load quickly, making little wait time.
To make the site a little easier to navigate, a consistent navigation bar could be included. I occasionally found myself getting lost in the links, eventually finding my way back through the use of the “Back” button.
Interactivity:
Tutorials and links to specific sites were provided throughout the site for those who needed them. This allowed for students to choose which tutorials were needed to build and expand on prior knowledge. The tutorials were very easy to understand with well-written text and various pictures and screenshots included, assisting the visual learner.
Other than that, there wasn’t a lot of interaction included in the module, such as online assessments or activities with feedback to the learner.
Learning Theory and Instructional Design:
Gagne suggests that learning tasks can be organized in a hierarchy according to complexity. Learning hierarchies provide a basis for the sequencing of instruction. This module, having been arranged in a linear fashion, fits Gagne’s model. In addition, Gagne’s theory outlines nine instructional events and corresponding cognitive processes:
1) gaining attention (reception)
2) informing learners of the objective (expectancy)
3) stimulating recall of prior learning (retrieval)
4) presenting the stimulus (selective perception)
5) providing learning guidance (semantic encoding)
6) eliciting performance (responding)
7) providing feedback (reinforcement)
8) assessing performance (retrieval)
9) enhancing retention and transfer (generalization).
These events should satisfy or provide the necessary conditions for learning and serve as the basis for designing instruction and selecting appropriate media (Gagne, Briggs & Wager, 1992).
I feel that this module followed the Gagne model, especially involving the above numbers 1-6 and number 9. It did not include numbers 7-8, which have been left up to the teacher.
Site URL:
http://www.urbanext.uiuc.edu/gpe/
Objectives of Site:
This website was developed to provide a fun way for young students to learn about plants through interaction, colorful backgrounds, pictures, and text. The objectives are clearly stated, yet written in an enticing way by allowing the student to take on the role of a plant detective unlocking the mysteries of plant life. Detective LePlant needs help finding clues, doing experiments and solving problems. Students learn the basics of composting, germination, seeds and soils. And once they figure out the basics, it'll be time to hunt down the bulb imposter. It's a great introduction to plant science.
You can easily find the objectives for each lesson by going to the “Case Brief”. Also listed are some key ideas to pay special attention to.
Audience:
I had difficulty finding a specific age or grade level assigned to this site, but after some searching, I found that the CD version stated that it was designed for grades 4-5. I believe that parts of it could be used at grades 1-3, also. The colorful interface and fun activities make it very appropriate, especially for grades 4-5, who would be able to follow the links, read the text, and follow their own path to learning about plants.
Web Design – Organization, Navigation, and Usability:
I found this site to be very well organized and easy to follow. The materials were presented in a logical sequence, but allowed the learner to skip to different areas of interest, making it somewhat non-sequential. The consistent navigation bars were very helpful in making my way around the site. The colorful background is very appropriate to capture children’s attention, the fonts readable, the colorful headings attractive, and the pictures and diagrams very well done. One downfall that I found was that some of the pages took a few minutes to download, but not an unreasonable amount of time considering the number of pictures on the website. The information is well written, follows the elementary Science curriculum very well, and could easily be incorporated into fourth or fifth grade Science lessons.
Interactivity:
I found this website to be highly interactive, with vocabulary words hyperlinked to the glossary, various “Did you know?” boxes hyperlinked to fascinating facts about plants, and several activities and assessments with instant feedback to the learner. One item that could improve this site even more would be to provide some animation or sound to further capture the students’ attention.
Learning Theory and Instructional Design:
I felt that this website did an excellent job of following Gagne’s theory outlining the nine instructional events and corresponding cognitive processes. Unlike the first website that I evaluated, I believe all nine cognitive processes were covered, providing the necessary conditions for learning. This website, although arranged in a logical sequence, also allowed the learner to skip to different areas of interest, making it somewhat non-sequential. This allows the learner to take control of his/her own learning, such as the constructivist would prefer.
REFERENCES
Bostock, Stephen. Instructional Design – Robert Gagne. The Conditions of Learning.
(On-Line). Available: http://www.keele.ac.uk/depts/cs/Stephen_Bostock/docs/atid.htm
Brookes, Susan; Byles, Bill. Internet4Classrooms: Helping Teachers Use the Internet Effectively. (On-Line). Available: http://www.internet4classrooms.com/powerpoint.htm
Hawley, Marsha; Scherer, Jane; Stack, Greg; Wolford,Ron. The Great Plant Escape. (On-
Line). Available http://www.urbanext.uiuc.edu/gpe/
Kearsley, Greg. Explorations in Learning & Instruction:
The Theory Into Practice
Database.
(On-Line). Available: http://tip.psychology.org/theories.html