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Module 7 Assignment 3 1 Collated Unit: Ethnic Heritage Website Instructional Design Dr. Mlynarczyk Argosy Sarasota 12/15/10 Daniel Downs

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Page 1: Collated unit instructional design daniel downs

Module 7 Assignment 3 1

Collated Unit: Ethnic Heritage Website

Instructional Design

Dr. Mlynarczyk

Argosy Sarasota

12/15/10

Daniel Downs

Page 2: Collated unit instructional design daniel downs

Module 7 Assignment 3 2

Learning Objectives & Outcomes for Unit

The following is a list of my performance objectives for my Ethnic Heritage Website

Lesson. The objectives are based on a series of lessons and activities created to help

students of all levels develop their web design skills to a new level. The areas of focus are

design, CSS skills, information organization and making a cultural connection with

students.

Performance Objectives for Unit

1. Students will create a 4-5 pages using HTML and CSS code using web content and

images both taken from the web and designed in Photoshop.

2. Students will create a color scheme and design to match their chosen Ethnic/Heritage

Choice.

3. Students will create a horizontal navigation bar using roll-over buttons and CSS code.

4. Students will create an informational design strategy for the content of their website.

5. Students will research and creatively organize their web content. Students will cite

their sources of images, videos, written content from the web.

The performance objectives I chose for the Ethnic Heritage Website project are based

on the instructional strategy I have chosen for this unit. The most important part of this

unit is to reiterate knowledge the students have gained in the unit before this one. The key

lessons which do this are based on students developing and practicing code. The

performance objective of creating the 4-5 pages using CSS and HTML code helps

strengthen student skills in this area through repetition and reinforcement. Other areas

which are reinforced in this lesson are the design and color theory of the pages.

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Module 7 Assignment 3 3

The second most important part of this lesson is that students learn how to create a

new layout with the horizontal CSS roll-over buttons. This specific lesson builds on

previous knowledge but also asks student to change what they know. The roll-over

buttons also provide an opportunity to connect the Photoshop program directly to design

of the web page.

The research and web content part of this lesson which wants students to research a

specific Ethnicity/Heritage gives student’s freedom of the content but asks them to apply

this content in an organized way. This leads into lessons on citing sources and organizing

information.

Learning Outcomes

1. Students will learn to create clean and organized CSS and html code with linked pages.

Each page should represent specific content related to the Ethnic/Heritage theme. The

result will be titled, linked pages in organized folders which contain website content.

2. Students will utilized knowledge of color theory and information organization and

apply throughout their website. The result will be a color scheme harmonious in theory

relating to the Ethnicity/Heritage of the chosen country.

3. Students will apply their knowledge of their chosen Ethnicity/Heritage to create an

organization of pages expressed through the layout of CSS Roll-over buttons. The result

will be a series of 5-7 neatly designed buttons which direct visitors to specific content.

4. Using a concept map and theories of website information design students will organize

their ideas/content for their chosen Ethnicity/Heritage. This content will be applied to the

layout design of their website. The result will be an organized, smoothly functioning

website with organized information.

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Module 7 Assignment 3 4

5. Students will create a web page on their existing Ethnic/Heritage website which will

organize their sources for their website. Students will apply knowledge of proper citation

skills and research skills. The result will be an organized bibliography page.

The performance outcomes for this unit really rely on students making connections to

learned material and also applying new material to old knowledge. It is important for

students while developing web pages to keep the information and content well organized.

This is the first major performance outcome for this unit. I have chosen this outcome

because it is very important for students as they continue to add content and design they

need to keep things organized and neat. This organization follows through to the creation

of the pages, graphics and content.

Creating content across the whole project which is connected in design, content,

organization to the Ethnic/Heritage theme is very important to the success of the student.

The performance outcome of having created an organized site structure using concept

maps and layouts should flow through the entire unit. The organization and smoothness

of the site as a whole is dependant on this.

Having students have take ownership for their responsibility to citing sources and

content appropriately is a very important element of this unit. The content being focused

in just a few single areas makes it easier to have students pay more attention to where

they acquire their sources. Creating a required page for this information then incorporates

the design aspect into the layout.

Having students combine known skills with new content like the roll over buttons

code forces students analyze past projects layout as well as finding new ways to

organizing content and information. The key part of this unit is combining the new code

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Module 7 Assignment 3 5

with a new layout and theme. These pieces need to flow seamlessly in order to accept the

new content and design elements.

This unit is a lesson students really are eager to work on and have fun with. It seems

each student really is able to put their own spin on their choice for their project. I have

seen students approach this project in many different ways from focusing on a family trip

to making a connection with ancestors and family. In terms of design some students are

more inspired to use graphics programs with a known color scheme. Overall the lesson

has several large steps and forces students to make huge connections in terms of content,

layout and design.

Learner Analysis

Using the Mager's approach for learning analysis for my unit requires that I first create

an appendable document which can be added or subtracted from as necessary thought the

course of analysis. Everything about the learner should be noted and written down about

my target audience. In my particular instance they are computer education learners. The

next necessary step is to describe the range of the learners of which you are doing an

analysis. (Brown, A., & Green, T.,2005). The third step is to describe the range of learner

characteristics of those participating in the instruction.

The learners for my unit on the Ethnic Heritage website are students participating in a

Computer Education department Web Design I course. The students are high school

students who are in the grades 9-12 have an interest in computers, programming, art and

design, computer graphics, computer games and internet knowledge. The range of learner

characteristics ranges from students with an introductory skills and knowledge about

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Module 7 Assignment 3 6

computers and software to those who have advanced knowledge of computer software

and programming skills. There are also students who come from the interest areas of art,

animation and information design and look to use those skills in the web design course.

According to Manger while doing a learner analysis it is important to do the

following: 1) Describe the learners as they are not how we want them to be. 2) Describe

people not institutions or policies. 3) Describe the differences among the learners as well

as the similarities.4) Remember that you are creating a working document that can be

amended during the development process. (Brown, A., & Green, T.,2005) Each of these

steps allows for the learners to be analyzed separate from influences which may distort

the development of the instruction. (Brown, A., & Green, T.,2005)

The students taking the Web Design course and participating in the Ethnic heritage

website lesson are students who have a broad range of computer skills but have not taken

a computer course which will challenge them to work through tasks in a very orderly way

but at the same time begin to organize their ideas and designs in a way which has

meaning. Many students have not taken a course which requires them to use their

computer skills in a creative way. Some students are at an introductory level with using

the computer as a tool tom design and create. Skills in the course need to be consistently

repeated to be learned. Some students need extra time to complete long range projects

due to time management issues.

Students who go to Winchester High school are generally well adjusted and achieve

high academically. There is parental pressure on many students to achieve in each course.

Most students are eager to work and have a great overall demeanor. They achieve great

Page 7: Collated unit instructional design daniel downs

Module 7 Assignment 3 7

satisfaction in completing creating creative projects in their elective courses. Courses

are matriculated with many high achieving students but it is really the middle core group

of students which are the identity of the school. The computer education courses are

filled with many of these middle students who associate their identity with sports,

community and friendships. The middle groups of students also compete closely between

each other and are very well aware of each others academic standing. The academic

standing can become a major part of their identity.

Data Type Learner:

Challenged

Learner:

Average

Learner:

Above average

Learner:

Gifted

Computer

Application

Skills

Creativity

Information

Design Skills

Collaborative

Skills

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Module 7 Assignment 3 8

Chart 1.1: The chart above is a chart which could be used to help categorize learners by

skills. The skills I have included are the ones I feel are the most important to analyze

before students participate in the lesson or course.

Mager’s next recommendation for conducting a learner analysis is using the 12

questions from Mager’s performance analysis. (Brown, A., & Green, T.,2005) Mager’s

recommended analyzing and articulating the following data about the target audience.

The first question is the learner’s age. The age range of those participating in my unit is

14-18 years old and in high school student.

The second question according to Mager’s is the sex distribution of students. I would

guess the distribution of students by sex would be 65% male to 35% male. This

difference has been identified and the department has attempted to run some field trips

aimed a gaining interest for girls in technology to gain more female interest in

technology.

The question of education range and background is the next question in Mager’s

analysis. (Brown, A., & Green, T.,2005) The education range of most students is similar

for my unit in that most of the students have completed computer courses on the

elementary and middle school level. The range of the students differs upon their own out

of school learning with technology and computers and ability to recall knowledge from

previous lessons and courses.

The reason for participating in the course is question number 4 in the Mager's

approach. (Brown, A., & Green, T.,2005) The number one reason for taking Web Design

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Module 7 Assignment 3 9

is to have fun low pressure elective course which allows for skill building but also

relieves students from the stress of the core curriculum. Other reasons for taking the

course are being able to be creative using the computer and also having a better

understanding how web pages and the World Wide Web work.

The attitudes about course attendance which is question 5 (Brown, A., & Green,

T.,2005) in Mager's approach are pretty firm in that students attend the course as part of a

regular high school schedule. Students are required to attend the course on a regular basis

in order to pass the course successfully. Students are expected to show up on time and

work hard through lessons. Students are rewarded with free time or open Photoshop

assignments when they have successfully worked through specific lessons or projects.

Some of the biases, prejudices and beliefs which is the 6th question in Mager’s

approach(Brown, A., & Green, T.,2005) with the web design unit are based on

knowledge the student generally will find out in the lesson before the Ethnic Heritage

unit. Many students feel as though creating a web page will be difficult or don’t know

how to organize the information. Students also have the preconception that doing the

html and CSS code will be confusing and the learning is above them.

The 7th question of Mager’s approach relates to the learners hobbies and spare time.

(Brown, A., & Green, T.,2005) The typical hobbies spare time activities of students who

are likely to be in a Web Design I course are internet games, web surfing, social

networking, chat sites and team or club sports. Students are predominantly successful

students who are on a college prep curriculum and play at least one team sport. Students

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Module 7 Assignment 3 10

are incredibly technology savvy and they quickly learn concepts and skill related to

technology.

Question 8 related to the interests of students other than the hobbies. (Brown, A., &

Green, T.,2005) Students participating in the Ethnic Heritage unit are generally interested

in using the computer for their socializing, homework and creative expression. There is a

constant connection between the technology these students use in all of the aspects of

their life and the web course. Students in the course often participate in community

service related activities and school clubs.

The 9th question relates to what are the need gratifiers and rewards that would work

with the students in my unit (Brown, A., & Green, T., 2005). Students in the

Ethnic/Heritage unit are often rewarded with free time and work hard to get the grade

they feel they deserve. Students are also rewarded with group work which they really

enjoy and look forward to. Often the final completed lesson is very gratifying for

students. Students love experimenting with Photoshop and other graphics programs.

The physical characteristic of students which is Mager's 10th question to analyze

learners is very typical of high school students (Brown, A., & Green, T.,2005). Most

students are physically capable of performing the work in the course. Sometimes there

are certain students who need specific physical accommodations for seating in the course.

This is taken account for in the beginning of any of the units. There have also been

physical accommodations for students with sight issues and learning disabilities. Some of

these accommodations have been sheets of code enlarged and more simplified procedural

tasks.

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Module 7 Assignment 3 11

The reading level of most students is very high. I would estimate the reading level to

about 1st year of college. Most students follow course materials closely and read at a high

level. Students easily follow along code sheets and interpret the design requirements

clearly. Students do need to be very specific in their reviewing of the code sheets and

correct mistakes consistently.

Mager’s question 12 relates to the terminology or topics to be avoided during the

lesson. (Brown, A., & Green, T.,2005) For high school students it is important for them

to avoid topics like sex, drugs, unhealthy relationships or body image. In my school

environment most students adhere to avoiding these topics but there is always one student

here or there who will attempt to do something in bad taste or offensive.

The final parts of Mager’s learning analysis questions 13 and 14 relate to the

organizational membership of the participants and the pre requisite for participation in

my particular unit. (Brown, A., & Green, T.,2005) The participants in my unit are

members of the Winchester High School community and have access to a full college

prep curriculum. Students taking my unit should have taken an entry level computer

course before and has a desire to learn how to make a webpage.

Using the Mager's approach for learning analysis for my unit requires that I first create

an appendable document which can be added or subtracted from as necessary thought the

course of analysis. Everything about the learner should be noted and written down about

my target audience. In my particular instance they are computer education learners. The

next necessary step is to describe the range of the learners of which you are doing an

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Module 7 Assignment 3 12

analysis. (Brown, A., & Green, T.,2005). The third step is to describe the range of learner

characteristics of those participating in the instruction.

The learners for my unit on the Ethnic Heritage website are students participating in a

Computer Education department Web Design I course. The students are high school

students who are in the grades 9-12 have an interest in computers, programming, art and

design, computer graphics, computer games and internet knowledge. The range of learner

characteristics ranges from students with an introductory skills and knowledge about

computers and software to those who have advanced knowledge of computer software

and programming skills. There are also students who come from the interest areas of art,

animation and information design and look to use those skills in the web design course.

According to Mager while doing a learner analysis it is important to do the following:

1) Describe the learners as they are not how we want them to be. 2) Describe people not

institutions or policies. 3) Describe the differences among the learners as well as the

similarities.4) Remember that you are creating a working document that can be amended

during the development process. (Brown, A., & Green, T.,2005) Each of these steps

allows for the learners to be analyzed separate from influences which may distort the

development of the instruction. (Brown, A., & Green, T.,2005)

The students taking the Web Design course and participating in the Ethnic heritage

website lesson are students who have a broad range of computer skills but have not taken

a computer course which will challenge them to work through tasks in a very orderly way

but at the same time begin to organize their ideas and designs in a way which has

meaning. Many students have not taken a course which requires them to use their

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Module 7 Assignment 3 13

computer skills in a creative way. Some students are at an introductory level with using

the computer as a tool tom design and create. Skills in the course need to be consistently

repeated to be learned. Some students need extra time to complete long range projects

due to time management issues.

Students who go to Winchester High school are generally well adjusted and achieve

high academically. There is parental pressure on many students to achieve in each course.

Most students are eager to work and have a great overall demeanor. They achieve great

satisfaction in completing creative projects in their elective courses.

Courses are matriculated with many high achieving students but it is really the middle

core group of students which are the identity of the school. The computer education

courses are filled with many of these middle students who associate their identity with

sports, community and friendships. The middle groups of students also compete closely

between each other and are very well aware of each others academic standing .

Data Type Learner:Challenged Learner:Average Learner:Above

average

Learner:Gifted

Computer

Application

Skills

Creativity

Information

Design Skills

Collaborative

Skills

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Module 7 Assignment 3 14

Chart 1.1:The chart above is a chart which could be used to help categorize learners by

skills. The skills I have included are the ones I feel are the most important to analyze

before students participate in the lesson or course. This assessment gives me the

understanding of the skill levels and what areas need more work.

Mager’s next recommendation for conducting a learner analysis is using the 12

questions from Mager’s performance analysis. (Brown, A., & Green, T.,2005) Mager’s

recommended analyzing and articulating the following data about the target audience.

The first question is the learner’s age. The age range of those participating in my unit is

14-18 years old and in high school student.

The second question according to Mager’s is the sex distribution of students. I would

guess the distribution of students by sex would be 65% male to 35% male. This

difference has been identified and the department has attempted to run some field trips

aimed a gaining interest for girls in technology to gain more female interest in

technology.

The question of education range and background is the next question in Mager’s

analysis. (Brown, A., & Green, T.,2005) The education range of most students is similar

for my unit in that most of the students have completed computer courses on the

elementary and middle school level. The range of the students differs upon their own out

of school learning with technology and computers and ability to recall knowledge from

previous lessons and courses.

Page 15: Collated unit instructional design daniel downs

Module 7 Assignment 3 15

The reason for participating in the course is question number 4 in the Mager's

approach. (Brown, A., & Green, T.,2005) The number one reason for taking Web Design

is to have fun low pressure elective course which allows for skill building but also

relieves students from the stress of the core curriculum. Other reasons for taking the

course are being able to be creative using the computer and also having a better

understanding how web pages and the World Wide Web work.

The attitudes about course attendance which is question 5 (Brown, A., & Green,

T.,2005) in Mager's approach are pretty firm in that students attend the course as part of a

regular high school schedule. Students are required to attend the course on a regular basis

in order to pass the course successfully. Students are expected to show up on time and

work hard through lessons. Students are rewarded with free time or open Photoshop

assignments when they have successfully worked through specific lessons or projects.

Some of the biases, prejudices and beliefs which is the 6th question in Mager’s

approach(Brown, A., & Green, T.,2005) with the web design unit are based on

knowledge the student generally will find out in the lesson before the Ethnic Heritage

unit. Many students feel as though creating a web page will be difficult or don’t know

how to organize the information. Students also have the preconception that doing the

html and CSS code will be confusing and the learning is above them.

The 7th question of Mager’s approach relates to the learners hobbies and spare time.

(Brown, A., & Green, T.,2005) The typical hobbies spare time activities of students who

are likely to be in a Web Design I course are internet games, web surfing, social

networking, chat sites and team or club sports. Students are predominantly successful

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Module 7 Assignment 3 16

students who are on a college prep curriculum and play at least one team sport. Students

are incredibly technology savvy and they quickly learn concepts and skill related to

technology.

Question 8 related to the interests of students other than the hobbies. (Brown, A., &

Green, T.,2005) Students participating in the Ethnic Heritage unit are generally interested

in using the computer for their socializing, homework and creative expression. There is a

constant connection between the technology these students use in all of the aspects of

their life and the web course. Students in the course often participate in community

service related activities and school clubs.

The 9th question relates to what are the need gratifiers and rewards that would work

with the students in my unit(Brown, A., & Green, T.,2005). Students in the

Ethnic/Heritage unit are often rewarded with free time and work hard to get the grade

they feel they deserve. Students are also rewarded with group work which they really

enjoy and look forward to. Often the final completed lesson is very gratifying for

students. Students love experimenting with Photoshop and other graphics programs.

The physical characteristic of students which is Mager's 10th question to analyze

learners is very typical of high school students (Brown, A., & Green, T.,2005). Most

students are physically capable of performing the work in the course. Sometimes there

are certain students who need specific physical accommodations for seating in the course.

This is taken account for in the beginning of any of the units. There have also been

physical accommodations for students with sight issues and learning disabilities. Some of

Page 17: Collated unit instructional design daniel downs

Module 7 Assignment 3 17

these accommodations have been sheets of code enlarged and more simplified procedural

tasks.

Instructional Activities

The instructional activities for the Ethnic Heritage website will include collaborative

activities,direct instructionand and interactive tutorials. The first lesson for the Ethnic

Heritage website requires students to develop concept maps collaboratively on the topics

they believe they want to devlopa website for. This activity will enable students to openly

devlop their ideas and engage in topics of their interest in groups. My direct instruction

during this activity includes the use of an active board. I invite students to help me to

develop a concept map of possible web pages about Italian culture,history and language.

My direct instructional approach uses the schools EDLINE content management

webpage which enables each student to log into their computer and look at codesheets

which I have placed online for them to view. Once students are online they can follow

along with me as we enter code into Adobe Dreamweaver. This is a great way to

introduce new content and to continually define the learned material. Direct instruction

includes questioning and answers from the students and I ask them to think beyond the

code. Students are asked to define what things mean and how to change something and

make it view another way on the webpage.

For students who enjoy learning on their own and moving ahead of the pace of the

class I have made computer screencasts with Screen-Cast-O-Matic software. This

software allows me to create tutorial videos ona variety of subject matters and lessons.

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Module 7 Assignment 3 18

Students are able to pause the lesson as they need and also stay focused with headphone.

This instructional approach also gives me the opportunity to have students develop their

own screen casts as a project and introduce it to the class. Other forms of assessment are

quizzes on keywords and descriptions of where or how code can be entered.

The most important part of this lesson is that students are consistently assessed and

evaluated on their developing skills. It is important for students to evaluate eachother

with a rubric specific to the objectives of the lesson and then a more formal assessment

which forces students to refine their skills further. As the lessons move through the units

of the web design course;the continual development of lessons into projects that hold a

high standard with design, code implementation and collaborative learning.

Conclusively the Ethnic Heritage assignment allows students to choose their subject

matter of their website design but askes for them to work continually on their design

skills and HTML and CSS code. The project enables student develop new ideas in an

established context. The assement of this project goes through several continual forms

which allows students to learn form eachother and the different form of instruction.

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Module 7 Assignment 3 19

References

Brown, A., & Green, T. (2005). The Essentials of Instructional Design:

ConnectingFundamental Principles with Process and Practice . NJ: Prentice

Hall. References