Sherri HarrelsonEd Tech 506: Justification Paper
User AssumptionsThis unit is designed to provide instruction on
the concept of ecosystems. It has been developed for use with fifth
grade students in a 1:1 netbook-to-student environment. The
students are in a regular education classroom and are 10-12 years
of age. Most of them are able to read on at least a fifth grade
level, but there are three students who struggle with grade-level
appropriate materials. Based on the standards for previous years,
all of the students should have some degree of background knowledge
with regard to ecosystems. They are also comfortable using
computers to type, look for information, and to email assignments.
Graphic DescriptionLarge and Small EcosystemsThis graphic is
designed to provide an introduction to the unit with a comparison
of two ecosystems. The first image depicts a large lake ecosystem
with a variety of plants and animals displayed, while the second
image is a tree stump with moss and fungus growth. These images
will be used to encourage students to consider what makes an
ecosystem, as well as to toggle background knowledge. According to
Marzano (2004), what students already know about the content is one
of the strongest indicators of how well they will learn new
information, so triggering this information is imperative in
effective instructional design. Designed in fireworks, the images
are of equal size and are horizontally aligned in an effort to
avoid the hierarchical conditions implicit in vertical alignment
(Lohr, 2008). This also assists in the discussion of comparisons
between the two systems required in the first lesson of the unit.
Ecosystem ComponentsDesigned to provide a visual and text
definition of the term ecosystem, this graphic was created in
fireworks and uses symmetry to create a feeling of balance between
the biotic and abiotic components of ecosystems, which is a
representation of the actual balance present in real ecosystems
(Lohr, 2008). In addition to symmetrical alignment, the related
images are in close proximity to each other and to the labeling
text to assist in ease of understanding (Lohr, 2008). Finally, the
repetition of circles depicts the sense of relationship among the
elements, while the contrasting text highlights key words and
assists in the reduction of cognitive load (Lohr, 2008). According
to Smith and Ragan (2005), the concept of segmenting information to
reduce cognitive load in this manner serves to increase learner
understanding.Biotic PartsThis graphic was designed using a table
format with a combination of text and graphics to provide a
definition of each of the biotic components of ecosystems along
with visual references. The principle of contrast was utilized by
changing the color of each of the key words (e.g. producer,
consumer, and decomposer), and the information was put into columns
to facilitate ease of comparison on behalf of the learner (Lohr,
2008). In addition, a symmetrical layout was used to facilitate
order and balance (Lohr, 2008). Lake EcosystemIn this graphic,
learners are required to identify a producer, consumer, and
decomposer from three options that are present in a lake ecosystem.
To facilitate the process of selection, an emphasis on
figure-ground is implemented by magnifying the three options that
the learner will choose from in order to distinguish those from the
background image (Lohr, 2008). In addition, a colored arrow pop-out
feature is used to demonstrate the directions the enlarged images
are coming from (Lohr, 2008). This further enhances figure-ground
by placing emphasis on the three cs through emphasis of key points,
keeping the information concise, and using enlarged, concrete
elements that are visually clear (Lohr, 2008). Food ChainIn lesson
three of the unit, the students will be required to create a simple
food chain using clipart and text labels. To facilitate this
activity, I designed this graphic to provide an example of a simple
food chain for the students. This was done using the principles of
CARP by repeating the orange container rectangles, using contrast
to highlight key words in the image labels provided in the
corresponding rectangles, and using a vertical alignment to
demonstrate hierarchy in the flow of energy (Lohr, 2008). In
addition, arrows were used to show the direction of energy, with
lines indicating connected components (Lohr, 2008). Food WebAfter
creating the food chain, students will also be required to create
food webs. This will be done using colored text and arrows, which
is demonstrated in the food web graphic provided on the unit
website. The colored text and vertical locations are used to
demonstrate hierarchy, while arrows demonstrate the flow of energy
within the web (Lohr, 2008). The use of arrows to demonstrate flow
of energy is helpful in providing similarity to the previous
experience with arrows in the food chain, thereby enhancing learner
understanding (Lohr, 2008).
Types of EcosystemsThis graphic is designed to illustrate the
two primary types of ecosystems, terrestrial and aquatic, while
also providing sub-type examples. Using contrasting colored text
helps to emphasize the primary types, while plain black text used
in close proximity to each representative image provides naming
labels (Lohr, 2008). In addition, the graphic uses a column format
to facilitate comparisons, while white space is used to illustrate
separation (Lohr, 2008). Aquatic EcosystemsDesigned to assist in
the comparison of fresh water and salt water ecosystems, this
graphic utilizes a table approach with columns and a symmetrical
layout. A small amount of space is used to enhance readability of
text, while the line separating the columns assists the user in
distinguishing which text and visual elements belong with a
particular heading (Lohr, 2008). Furthermore, headings are done
using a bright, contrasting color in order to draw attention to the
column labels (Lohr, 2008). Finally, the visual images provide a
real life component, which serves to connect students learning to
the real world. Design ProcessI chose to create my unit website
using Dreamweaver because I felt that it would be easier to
facilitate page navigation through personally created links, while
also using the header image of my choosing and maintaining
similarities between web pages. This repetition of site features,
particularly with regard to navigation components, assists in
orienting the user while reducing frustration (Williams &
Tollett, 2006). I also wanted the option of consolidating all of
the additional pages (e.g. lessons, unit, and justification)
directly into the site, which is easy to do through the use of
Scribd. In considering the design of individual site pages, I opted
to weed out unnecessary data in order to create more efficient,
effective, and appealing instruction (Smith & Ragan, 2005).
Using a large amount of white space and centering the graphic
images assisted in this process by providing a focused point of
reference for the user. In addition, I wanted to incorporate videos
and reading handouts in the lessons, so I added external links to
the homepage in order to facilitate ease of use by fellow
educators. According to Greener (2010), the online reality provides
for a pliable environment, which can become a learning place
tailored to the needs of the learner, which is reflected in the use
of a variety of text, graphics, and videos necessary to meet a
variety of learning styles.
In consideration of effective instructional design practices, I
chose to begin the lesson with two introductory graphics that
provide a big picture view of ecosystems. This is done through
looking at the living and non-living components of ecosystems, as
well as comparing a large and small ecosystem to identify these
components. I chose this form of introduction as a method of
toggling background knowledge and making connections because the
students have all been exposed to these broad concepts, including
having had experiences working with such concepts as the water
cycle, weather, and soil explorations earlier in the school year.
In addition, because the students have already had a number of
experiences with the non-living components previously mentioned, I
chose to focus the majority of the unit on exploring the living
components through instruction on biotic parts, food chains, and
food webs. The final lesson combines knowledge of living and
non-living components through the exploration, comparison, and
research on different ecosystems and the role these components
play. This is done as a means of assimilating knowledge in the
creation of an in-depth product in order to encourage connections
between ideas, as well as retention of new knowledge.Overall, I
wanted to create a simple and easy-to-use unit that would benefit
both the intended audience and other educators. The use of next
links at the bottom of each graphic page facilitates student
interaction, while the tabbed navigation at the top of the page
allows fellow teacher to find what they need relatively quickly.
Maintaining an uncluttered appearance with a simple interface can
assist in the development of positive user interactions, thereby
allowing users to focus more on the information and less on
difficulties within the site itself (Lazar, Jones, Hackley, &
Shneiderman, 2006). Finally, including links to the materials
implemented during the lessons ensures that other educators can
obtain access to those materials and follow the unit as outlined.
ReferencesGreener, S. L. (2010). Plasticity: The online learning
environment's potential to support varied learning styles and
approaches. Campus - Wide Information Systems, 27(4), 254-262. doi:
10.1108/10650741011073798
Lazar, J., Jones, A., Hackley, M., & Shneiderman, B. (2006).
Severity and impact of computer user frustration: A comparison of
student and workplace users. Interacting with Computers, 18 (2),
187-207. doi: 10.1016/j.intcom.2005.06.001
Lohr, L. (2008). Creating graphics for learning and performance:
Lessons in visual literacy. Upper Saddle River, NJ: Pearson
Education, Inc.
Marzano, R. J. (2004). Building background knowledge for
academic achievement: Research on what works in schools.
Alexandria, VA: Association for Supervision and Curriculum
Development.
Smith, P. L., & Ragan, T. J. (2005). Instructional design
(3rd ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Williams, R., & Tollett, J. (2006). The non-designers web
book (3rd ed.). Berkeley, CA: Peachpit Press.
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