TIE 547 - Creating Web-Based Instructional Environments
 
  Course Description
  Artifact
  Reflection
  Standards

Course Description:
In this course, students participate in online collaborative curricular projects and team activities to build samples of web-based instruction. Students explore methods for teaching concepts and skills that support use of web-based authoring tools in a school environment. Students use design principles to create web-based materials to support personal and professional development.

   
 
Click on image above to view website
 
 

Artifact:
The artifact from this course is a website designed for the teachers of Holmes Elementary School in Oak Park, Illinois. This site was designed because I felt there was a need within the school to have the teachers do more inquiry-based lessons. From a survey of teachers and from personal observation, it was noted that many teachers were still using very traditional methods to teach their students. This website was an attempt to help the teachers learn about Inquiry-Based Learning, examine their own grade-level curriculum, find a place for an inquiry-based lesson, and design one. There is a place for learning about IBL, for examining the teachers' own learning objectives, for looking at other examples of inquiry-based lessons, and for sharing ideas with other teachers within the school.

 

Reflection:
This was one of the most personally gratifying classes I took during my coursework at National-Louis. As you can see below in the Standards section, this artifact touched on a variety of different topics in the area of instructional technology. Because of the nature of the website, it required that I have a good understanding not only of how to create a webpage and make it look good, but also how to create an effective online vehicle for adult learning. Content, design and delivery were all very important.

Website layout was a very important first step to creating this product. Keeping everything as organized as possible and flowing as smoothly as possible were very important. There was a lot of pre-planning and storyboarding that was continually modified and refined throughout the process. Deciding on the consistent use of the chalkboard erasers on the left menu was an important step in this process. While there may be many pages within one eraser topic, the feel overall is that there are only five choices, thus creating a simpler look and feel.

Overall, the research that went into consolidating the multiple sources of information about Inquiry-Based Learning helped me to focus on what the essential bits of learning were, to cull the important parts of various websites into one whole. There were many sources of information, all with their own approaches to not only inquiry-based learning is, but how to incorporate it into the teaching-learning model. In deciding on what to include, I had to always stay focused on my users and focus on what I believed their needs were. Then I had to take that information and lay it out so that it seemed as simple as possible to the reader.

When considering my website's design, I chose to use the analogy that many elementary teachers are familiar with: the classroom lesson. Using the front page graphic with the title written on a chalkboard image, and having chalkboard erasers serve as menu item buttons, I hoped to create an informal feel that would not be intimidating to the users. The lesson format allowed me to put the teachers in the position of learner, in a familiar setting. The five different "Activities" interspersed throughout the website, opening up in separate pop-up windows, cause the user to stop and think. The Activities require the user to analyze, synthesize or make a connection with the information already given and provides an opportuntity to digest the information in a more deliberate manner. My hope was to have the teachers be participants in the lesson and not merely researchers, or collectors of information.

Another design consideration that was important in the creation of this website was an attempt to avoid a text-heavy feel. I did not want to overwhelm the user with too much information. To avoid this, I tried to use a lot of white space on each page, separated information into smaller pieces and used more linked pages, and created graphic organizers such as charts and tables whenever possible to summarize information.

The final step in the website creation was the navigation elements. Asking others to look over and critique the website, and to watch them do this, allowed me to see where a user could get stuck. Feedback from peers, who reflect the potential end user, was critical. It allowed me to go back and make changes to allow greater ease when moving between pages or doing one of the online "activities."

This was a valuable experience. While it took a lot of time and effort, I enjoyed working on it. The process of refining the end product along the way was an extremely valuable learning tool. I feel that I could continually be working to improve this product, by adding more current research and information and by modifying it as the users' needs change.

Standards:
The standards covered in this project include:
  Technology Facilitator Standard One (TF-I.A, B)
  Educational technology facilitators demonstrate an in-depth understanding of technology operations and concepts.
  In designing this website, I had to be facile with the use of the Dreamweaver software and be able to put all images, charts, graphs and downloadable documents in a format that was ready for website production. I had to be able to create links, tables and other design elements appropriate for use in the website. I also created a Google Group to use for teachers to communicate with each other. As the administrator, I manage this group. I also had to be able to communicate with the teachers in an effective manner so that they could use the website in their best interests.
   
  Technology Facilitator Standard Two (TF-II.A, B, C, E, F)
  Educational technology facilitators plan, design, and model effective learning environments and multiple experiences supported by technology.
  This website is an example of my own ability to plan, design and model an effective learning experience for teachers using technology. I used current research in the area of inquiry-based learning as well as principles of adult learning theory and effective design strategies to make this an effective learning experience for teachers.
   
  Technology Facilitator Standard Three (TF-III.A, C, D, E)
  Educational technology facilitators apply and implement curriculum plans that include methods and strategies for utilizing technology to maximize student learning.
  In order for this professional growth experience to be of value to the teachers of Holmes School in District 97, I used the district's learning standards and included a link to these standards on the site. In this way, the teachers were able to use them as the foundation for their lesson plans and units of instruction.
   
  Technology Facilitator Standard Five (TF-V.A, C, D)
  Educational technology facilitators apply technology to enhance and improve personal productivity and professional practice.
 

The website demonstrates the use of distance learning systems to support professional growth (TF-5.C.4). The technology is being used as a means of professional growth, not only for me, but also for the teachers who use it, as they learn about and develop inquiry-based lessons themselves.
   
  Technology Facilitator Standard Seven (TF-VII.A)
  Educational technology facilitators promote the development and implementation of technology infrastructure, procedures, policies, plans and budgets for P-12 schools.