Professional Development for Researching, Planning, 
& Creating Original Classroom Websites 

     ISLT 9471, Instructional Systems Design
Debbie Perkins 

	Project Description
	Statement of Problem and Goals 
	Organizational Context
	Needs Assessment for Learning System		Analysis of Priorities for Training
	Learning Objectives & Needs Assessment Plan
	Scenario to Situate Learning
	Instructional Strategies		Implementation Plan
	Formative Evaluation Results
	Revision Plan
	References
	Appendix A	

Project Description	

The purpose of this project is to facilitate planning and creation of original classroom Websites that will provide teachers and students a way to communicate and extend learning and collaboration beyond the classroom walls.  During this course, participants will utilize the Internet to evaluate good and bad Webpage examples, determine personal navigation preferences, and obtain available graphics for web design use. Learners will utilize Microsoft Publisher as a Webpage development tool. Teachers at every grade level in every building have indicated high interest in Webpage development. Unfortunately, this has become a reality for only a small minority. This training program has been developed to rectify that situation.

Statement of Problem and Goals	

As a part of our district’s Comprehensive School Improvement Plan (CSIP), all teachers are expected to develop effective classroom Webpages. The problem lies in the fact that, despite significant interest, this has become a reality for only a small minority.  The purpose of this project, therefore, is to facilitate planning and creation of original classroom Websites that will provide teachers and students a way to communicate and extend learning and collaboration beyond the classroom walls.

In order to accomplish this, learners will: 
8	Establish their purpose(s) for creating a class Website.
8	Explore a variety of Websites and identify characteristics of well-designed Websites as well as characteristics of poorly designed Websites.
8	Create storyboards of their own Websites.
•	Navigation
•	Content
8	Investigate available resources to utilize in creating their own Websites.
•	Graphics, traffic counters, etc.
•	Review copyright restrictions and fair use.
8	Create class Website using Microsoft Publisher.
•	Practice good file management for Webpages and associated graphics.
8	Publish their Websites.
8	Evaluate progress toward Website content and design goals.

Organizational Context	

Although teachers at every grade level have indicated high interest in Webpage development, they do not know how to go about creating and/or publishing their own Webpages.  

Six years ago, a district-wide attempt was made to implement a free web-based program. Regrettably, training was almost nonexistent; teachers were intimidated by the HTML code required; and users complained about the inability to view the page as it would appear as they were entering information. Teachers who tried it at all quickly became frustrated, and an extreme few persevered in its use.

Fortunately, high levels of support from the administration are now a reality since they have come to recognize the need for training teachers in Web page development (as well as other relevant uses of technology). Another plus for this project is existing technology. Each building has 1 to 4 computer labs equipped with projector &/or SMARTBoard, and two buildings have several eMINTS classrooms, any of which would accommodate this training program. The preferred training site, however, would be one of the eMINTS classrooms because of spacing and room design/layout.  

The most challenging organizational issue I will face is time.  My current training schedule is maxed out. All staff contract release time is now consumed with PLC’s, so this concern centers around to pay or not to pay teachers for non-contract time training hours.  If paid, what would be the funding source? This should be addressed right from the start. In fact, a question could be added to the questionnaire to determine the readiness of staff to train during non-contract hours with/without pay in order to develop classroom Webpages.  Most teachers are quite willing to engage in technology training without monetary compensation, but it’s an important consideration to deal with up front.

Through this proposed training program, teachers will be able to design quality WebPages using Microsoft Publisher, a program available (but underused) across the district. This software’s built-in web design features and ease in manipulation are user friendly and much less intimidating than writing HTML code in the Webpage development process.
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Needs Assessment for Learning System	
The needs assessment procedure was designed to verify the classroom Webpage dilemma indicated above and prioritize corresponding needs. The needs assessment was developed utilizing available information and a written questionnaire to be distributed via e-mail. The “available information” data is given below. 

As indicated by the International Development Research Centre, utilizing information that is already available is a good place to start any time you are gathering data. So I wanted to begin by comparing the total number of teachers at each division with the total number of teacher Websites. The number of teachers is available through building level census spreadsheets accessible at Central Office, so those numbers can just be plugged into my table.  Ascertaining the number of teacher WebPages is slightly more tedious, but readily available by keeping a tally while investigating each building link on our district Website.  (A staff page is linked from each building page, and any teacher Webpages are linked from teacher name.)

Grade Level	PreK-2	3-5	6-8	9-12	Totals	
#Teachers	67	37	44	72	220	
# Websites Tally	l	llll   llll   llll  llll   ll	llll	llll  	33	
# Teacher Webpages	1	22	5	5		

Available Information Summary 	
District CSIP asserts that all teachers will develop classroom Webpages.	
Number of teachers in district	220	Current Number of teacher Webpages	33	
Number of PreK-2nd teachers 	  67	Number of PreK-2 teacher Webpages	  1	
Number of 3rd-5th gr. teachers 	  37	Number of 3rd-5th grade teacher Webpages	  22	
Number of 6th-8th gr. teachers 	  44	Number of 6th-8th grade teacher Webpages	  5	
Number of 9th-12th gr. teachers 	  72	Number of 9th-12th grade teacher Webpages	  5	
Current Reality –Number and Percentage of Teachers Who Have Not Developed Webpages
                                    (e.g. Number of potential training participants in this program)	
Resulting discrepancies	District-wide	Division Breakdown (Grade Levels)	
		PreK-2	3-5	6-8	9-12	
Number of teachers w/o Webpage 	187	66	15	39	67	
Percentage teachers w/o Webpage 	85%	98.5%	41%	89%	93%	

As suggested by Creative Research System’s Questionnaire Design Considerations, the questionnaire begins with an introduction message to participants.  The form was designed to be brief and user friendly (recommended by Robert Frary) in order to maximize user participation. Questionnaire responses can be made by simply clicking in a box, but more detailed input capabilities are also available in various explanation fields if desired.  The type of questions utilized and the answer choice order were also influenced by Survey Systems’ Design Research. Feedback on questionnaire content will be obtained from a few teachers, and a field trial will also be completed with a sample group before finalizing questions as outlined in Creative Research Systems and Questionnaire Design guidelines. The final questionnaire will be distributed via school e-mail; participants will have the option to either e-mail completed forms or return them through inter-school mail.  

The needs assessment will initially target all 6th-8th grade personnel. The reason for starting with these grade levels is that 100% of our 4thand 5th grade students are in eMINTS classrooms. They not only leave technology-rich environments at the end of 5th grade, but they also lose the online forum and classroom communication scaffolding teacher Websites can provide.  (The 41% of 3rd -5th grade teachers without WebPages include 3rd grade teachers and 4th-5th grade counselors, fine arts, and PE teachers. All 4-5 classroom teachers (including special education) are eMINTS.)

Information gleaned from the needs assessment will provide a snapshot of potential participants’ 
8	experience with Webpage development, 
8	interest level in Webpage creation, 
8	reasons for not having a Web page
8	purposes for creating a Web page, and
8	learning style preferences.

Eventually, the needs assessment (and corresponding training) will be applied to senior high teachers and finally to PreK-3 instructors.

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MPS Teacher Webpage Needs Assessment	
	
Webpage Needs Assessment Questionnaire	
As a part of Marshall Public School’s CSIP, all teachers are strongly encouraged to develop classroom Webpages.  In order to provide resources and training to aid all personnel in accomplishing this goal effectively, please take a few moments to complete this brief, one page questionnaire. 

After you have marked your responses, either e-mail the completed form to dperkins@marshallschools.com or print out the completed form and send it to me at Northwest through school mail.  Thank you for your help! 

                                                                      Debbie Perkins, ETS
                                                                      MPS Technology Department

In order to make the questionnaire below 
interactive for participants, 
the form must be locked. 

 It is unlocked now so that the hyperlinks
 within this document will work.	
MPS Teacher Webpage Needs Questionnaire 	
Directions: Select your answers from the drop-down boxes or click in a box to place an X beside your choice(s).  You may make additional comments in available text fields. 	
    Name      

1. Grade Level  
	2.  District Role      

3.  Home Building  	
4.	How would you describe your level of experience in creating Webpages? 
5.	Check all programs you have used to create Webpages. 
 SchoolNotes         Dreamweaver        FrontPage       Online Web creation host    
 Microsoft Word     No Webpage creation experience    Other- Please name                              
6.	What is your interest level in creating a Web page?  
7.	If you are interested in creating school WebPages but are not currently doing so, please select the reasons below that would best explain why.
       I don’t know how to create Webpages.
       Training has not been provided. 
       Creating WebPages would be too difficult for me.
       I don’t have enough time to learn how to make Webpages.
       I don’t know how to post a Webpage on MPS server.
      Additional comments:      
8.	What are (or would be) your main objectives in creating or maintaining a Web page?
Please select all that apply.
 Satisfying district requirement
 Providing safe links for student use
 Posting class assignments, schedules, calendar, activities, presentations
 Communication with Students 
 Communication with Parents
 Meeting diverse learner needs 
 Publishing student work
 Collaboration tool
 Other  If checked, please explain.      
9.	What is most important to you when selecting a Web resource for student use? 
10.	Are you satisfied with SchoolNotes (the current district-wide Web tool)?   Yes    No
Please explain your answer.                                                                                                  
11.	What is your level of expertise in selecting WebPages for classroom use? 
12.	How would you rank your knowledge of Microsoft Publisher? 
13.	What type of training do you prefer in helping you learn Webpage design? 
 One-time workshop       Online courses          Printed training modules  
 Books                             One-on-one help       3 to 5 small group training sessions 
Additional comments:      
14.	When learning with technology, I prefer:
 Demonstrations             Verbal instructions     Hands on application	
Thank you for taking the time to compete this questionnaire! Please save the completed form as yourname_answers, and e-mail it to dperkins@marshallschools.com or print it out and send it to me at Northwest through school mail.           Thanks again!
                                                                       Debbie Perkins, ETS	

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Analysis of Priorities for Training	

Prioritization of Website Creation Training Needs

Project Goals	Tallies	Rank		Priority Order	
Establish Site Purpose	ll	2nd (tie)		#1	Determine Quality Website  Characteristics (Do’s & Don’ts)	
Determine Quality Website  Characteristics (Do’s & Don’ts)	lll	1st		#2a	Establish Site Purpose	
Research and Gather Web Resources	l	5th 		#2b	Plan Site Design and Navigation	
Plan Site Design and Navigation	ll	2nd (tie)		#2c	Create Site w/MS Publisher	
Create Site w/MS Publisher	ll	2nd (tie)		#5	Research and Gather Web Resources	

It was difficult to prioritize these goals since these are the five that I believe are key in developing effective Websites.  The tool did, however, help me examine my reasoning.  As a result, “Determine Quality Website Characteristics (Do’s & Don’ts)” came out as my top priority goal.  I believe it’s a mistake to begin with the Web creation tool before participants construct their own understanding of what a superior Website  looks like or doesn’t look like.  So even though second place was a three way tie between “Establish Site Purpose”, “Plan Site Design”, and “Create Site with MS Publisher”, this is the order in which I would rank these three goals.  Once someone has developed a sense for common characteristics of good Websites, it is essential that he or she consider how and by whom the site will be utilized. What is its real purpose? Then, with the target audience in mind, it’s time to plan the design, layout, and flow of the site by creating a storyboard of pages to be included and general navigational style that will be user friendly and address users’ needs.  After the paper plan is in place, and participants have a good idea of where they’re going, it’s time to provide input on Publisher features so that they can immediately apply the new information to their plan.  Finally, “Research and Gather Web Resources” was prioritized as my fifth goal. That does not mean that it would be the last piece of training to occur. In fact, it would be an element of the training right from the beginning, and would be ongoing as individuals continue to update and improve established Webpages.  As I considered each pairing of the five elements, developing an overall picture of the final product carried more weight for me than filling in the details. This is a given aspect of Web development, but too often people focus solely on this at the beginning and then never go on to refine and showcase their selected content.
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Prioritized Project Goals with Corresponding Learning Objectives & Needs Assessment  Plan 	

Project Goals	S3 -Part 3:	Learning Objectives 	S3 -Part 4:  	Assessment Instruments	
#1 	Determine Quality Website  Characteristics (Do’s & Don’ts)	8	#1 Following exploration of given Websites, the participant will identify Website  “do’s” and  “don’ts” by creating a chart that includes features of well-designed Websites as well as characteristics of poorly designed Websites with 90% agreement with the observation checklist.
The Dog Hause, Design Tenets for Webpages, User Interface Design Guidelines	#1 Observation Checklist for Website  Do’s and Don’ts  (See attachment)
	In order to ascertain if participants have attained declarative knowledge for what a good Webpage  should and should not contain, this Yes/No checklist includes standard features that should and should not be incorporated in the development of well-designed Webpages. Blank lines are also provided for insertion of participant generated criteria not included on the form.	
#2a	Establish Site Purpose	8	#2a After considering the potential target audience(s), the participant will clarify his/her fundamental purpose for creating a class Website by developing a chart identifying people most likely to utilize the site and the content that would best serve them.  Respondent will then answer reflection questions earning at least 12 out of 15 on corresponding rubric.	#2a Reflection Questions and Rubric  for Website  Audience and Purpose  (See attachments)	
	After generating the chart describing potential users and content, participants will complete reflection questions to clarify who their target audiences are and what their purpose is in creating a Website. When designing a Website, development of a declarative mental model (Foshay 206-207) that clarifies the site’s purpose provides focus and direction. Having this piece in place early in the process will avert the necessity of site redevelopment later on. Corresponding rubric will determine the level to which this objective is met. It may be necessary for the trainer to debrief through cognitive coaching utilizing questioning arc.	
#2b	Plan Site Design and 
Navigation
	8	#2b After reviewing multiple classroom Websites, participant will plan site design and navigation by:
•	Listing pages to include in his/her site,
•	Planning homepage introduction information,
•	Sketching flowchart of in/out connections between homepage and linking pages,
•	Deciding upon horizontal, sidebar, or table of contents navigation,
•	Creating storyboard of his/her Website indicating navigation and content. 
attaining at least 90 % on Task Performance Checklist. 	#2b Task Performance Checklist and Final Storyboard
	A checklist will be utilized to assess the blend of participants’ declarative and procedural knowledge in site planning tasks. This checklist of all tasks includes the creation of a storyboard of the planned site. The checklist portion for the storyboard will include site organization and layout, the homepage and the pages that will link from the homepage, consistent navigation throughout the site, with each page linking back to the homepage. The storyboard helps assure that the style, presentation, and layout reflect the site’s purpose.  

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#2c	Create Site w/MS Publisher	8	#2c Facilitated by software specific mini-lessons and trainer scaffolding (Foshay 217), participant will create an original classroom Website using Microsoft Publisher that earns at least 20 out of 24 on the Webpage scoring guide.
8	After reviewing copyright restrictions, participant will observe fair use guidelines in development of his/her site by using only copyright free images and giving credit to the source(s) or by obtaining written permission from copyright holders and posting credit.  This objective requires earning an exemplary rating on the copyright section of the Webpage scoring guide.	#2c Webpage Scoring Guide  
	Participants’ application of procedural knowledge in Webpage development will be assessed using a scoring guide. The Webpage scoring guide will include elements relating to initial content/purpose goals, design, navigability, technical elements, credibility, and copyright observance. Descriptors for each element will be given for each rating scale where 1=Beginning, 2=Developed, 3=Accomplished, 4=Exemplary.   Scoring guide will be available for participant self-evaluation as well as trainer feedback.	
#5	Research and Gather Web Resources	8	#5 After investigating available resources, participants will store possible items to be utilized in creating their own Websites by correctly saving graphics in “images” folder and/or bookmarking links for easy access with 95-100% accuracy during trainer observation and dialogue.	#3 Participant Interview and Observation
	During session facilitation (prior to site construction), trainer will observe participant procedural knowledge in locating and saving appropriate backgrounds &/or images and will generate dialogue to confirm declarative understanding and direction of the process. This will aid in maximizing the efficiency of site development sessions. 	
As shown in the third column, three other instruments will be developed in addition to the two assessment instruments given at the end of this assignment. Assessment tools to be developed are:  Task Performance and Storyboard Checklist (2b), Webpage scoring Guide (2c), and Participant Interview and Observation(3).  

Assessment Instrument for Objective #1	                      					      
Back to Prioritized Goals			         Back to Strategies				      	 Top
Observation Checklist for Website  Do’s/Don’ts 	
Name                                                          Date	
Were these Descriptors Included in Features 
for Well-Designed Webpages?	Yes	No	
Appropriate title on every page			
Useful content with high readability			
Information can be found easily			
Easy navigation - Links clearly labeled			
All links work			
Site is visually appealing – Good use of color and graphics			
Graphics support content			
Site loads quickly			
Site creator’s name and email address provided			
School affiliation is given with link to district’s homepage			
Date page was last updated evident			
Appropriate copyright citations given on every page			
Other descriptors included:			

			
			
Were these Descriptors Included in Features 
of Poorly Designed Webpages?	Yes	No	
Text is difficult to read 			
•	Multiple fonts &/or styles			
•	Multiple or clashing colors			
•	Too large, too small			
•	Complex background interferes with readability			
Too many distracting animations (flashing text, animated graphics, scrolling marquees)			
Poor organization – Navigation/layout varies from page to page			
Under construction signs (If it’s not ready, don’t upload it.)			
Information and photographs identifying students are posted (Always protect students’ identity.)			
Other descriptors included:			

			

Assessment Instrument for Objective #2a (part1)      					
Back to Prioritized Goals			          Back to Strategies					       Top

Website  Audiences and Purpose	
Name                                                          Date	
Refer to your chart describing potential users and content.
Answer the following reflection questions to articulate the
Who? What? and Why? of your Website.
	
8	Who will be the target audience(s) of your Website?
	
8	What type of content will be most useful to each audience? 
	
8	How will your Website enhance classroom instruction? Share at least three ways.
	
8	How will your Website boost communication? Name all applicable ways.
	
8	How would you summarize the purpose of your Website in 25 words or less?

Assessment Instrument for Objective #2a (part2)   					
Back to Prioritized Goals			          Back to Strategies					      Top

Website  Audience and Purpose Rubric	
Name                                                          Date	
Points are earned for each question according to the following scale:	
1 point – Beginning	2 points - Adequate	3 points - Exemplary	
8	Who will be the target audience(s) of your Website?	
Target audience is unclear.	One target audience is identified.	Two or more target audiences for the Website are clearly identified.	
8	What type of content will be most useful to each audience?	
Content references are vague.	Specific examples are included for one target audience.	Relevant and specific examples of content useful to each target audience are given.	
8	How will your Website enhance classroom instruction?	
One indication of how Website will enhance instruction is given.	Two indications of how Website will enhance instruction are given.	Three indications of how Website will enhance instruction are given.	
8	How will your Website boost communication?	
One way Website will improve communication is given.	2 ways Website will improve communication are given.	3 or more ways Website will improve communication are given.	
8	How would you summarize the purpose of your Website in 25 words or less?	
Summarization of purpose is not clearly developed.	General purpose of Website is given in 25 words or less.	Website purpose is clearly and fully defined in 25 words or less. 	

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Scenario to Situate Learning:  Mission ImPossible	

Wow! Your principal shows “Did You Know?” (the Karl Fisch video) at a faculty planning meeting. It certainly generates a lot of conversation within your grade level team about what students are going to need to be successful in the 21st century! Then people start talking about the current reality with local objectives, state curriculum standards, standardized testing, annual yearly progress, students’ varying ability levels… and someone says, “Have you ever felt like our mission as educators today is just IMPOSSIBLE?”  

Above all, however, teachers are problem solvers, so a shift happens in the conversation. You know technology can be really motivating for your students; you have found several interactive web resources that are relevant to local and state curriculum objectives… and they span skill levels… but no single site provides every resource you want your class to access, and when you provide multiple Internet addresses, the students spend most of their class time trying to type in the long URL’s. Solution? Design your own Website to fit the specific needs of your classroom community! But are all Websites created equal? What makes visitors return to a Website? How can you make your Website user friendly? After a little brainstorming you decide that if you work together, this piece of the mission will be quite possible! 

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Instructional Strategies 	

Classroom Websites provide teachers and students a way to communicate and extend learning and collaboration beyond the classroom walls. As a teacher customizes site content and organization to meet the specific needs of his/her students, he/she can better utilize instructional time; provide convenient access to resources, and target classroom objectives.  During the course of this instructional system, learners will explore and evaluate Website audience, purpose, design elements, and content; create storyboards for their own Websites; research and gather Web resources; design their own original Websites with MS Publisher; practice file management for WebPages and graphics; publish their sites; and assess their own progress toward Website  content and design goals.  

Component	Strategies	Rationale	Materials/Activities	
Introduction	Attention

Recall	Gain learners attention and prepare them mentally to engage in session activities by directing their focus on new knowledge to be gained through active participation while bringing existing knowledge to the forefront. (Foshay, Ch.2, p.29, Ch.3, p.43)		Stand Up, Square Up, Share Up (Cooperative Learning Structure) Participants partner (with someone not seated beside them) to share a favorite Website (and why it is their favorite). After both have shared, they move on to form new partnerships and share again. Continue until signal is given. At that time, new partnerships are formed, and both share favorite Website and target audience of that Website, continuing with new partners until final signal.	
Situate	Attention 

WIIFM

YCDI	The scenario provides a realistic anchor for group participation and an authentic learning context. 
(Reisner, Ch.4, p.40; Foshay, Ch.3, p.43)
Learners need to know that what they’re learning will help them and that they can be successful in the learning process. 
(Foshay, Ch. 3, p. 44-45)		“Did You Know?” Karl Fisch video
	Mission ImPossible Scenario: An authentic story describing challenges facing teachers today and how designing an original Website can help conquer some of these challenges.	
Present Learning System Purpose and Goals	Objectives 

Recall

WIIFM

YCDI
	Statement of objectives lets learners know what to expect and provides time for them to access prior knowledge on topics to be covered. 
(Foshay, Ch.4, p.53; Reiser, Ch.4, p.41)
Learners need to recognize what they are learning is valuable to them and that they will be able to accomplish what is expected. (Foshay, Ch. 3, p. 44-45) 		At first session, post training purpose and objectives on SMART Board in order to provide learners awareness of expectations from the outset.
	Participants will summarize goal statements in their own words.
	Review corresponding training goals at the beginning of each subsequent session in addition to what learners have previously accomplished. 	
Establish Site Purpose	WIIFM

Relate

Test

Feedback	This also answers What’s in It for Me? for the learners. Learners decide what to do with new knowledge to enhance current classroom instruction, improve student learning, and expand communication.
(Foshay, Ch.2, p.25-26)
Reflection questions provide learners the opportunity to reflect and prove the level of understanding they have of their Website’s target audience(s) and purpose.
(Foshay, Ch.7, p.112)
Feedback provided through the rubric will inform learners how well they have clarified their target audience and purpose. 
(Foshay, Ch.7, p.112)  	Learners will clarify target audience(s) and content goals. 
	 Website  Audiences and Purpose Reflection Questions
	 Website  Audience and Purpose Rubric
	
Determine Quality Website  Characteristics (Do’s & Don’ts)
	Recall 

Structure of Content  

Chunking

Feedback	Learners need to link new information to current understanding. This happens through “recalling” relevant existing knowledge and “relating” it to what is about to be learned. (Foshay, Ch 2, p.26)
Organizing information helps learners discern differences between new concepts. 
(Foshay, Ch 6, p.86-87) 
Website development can seem overwhelming to learners. Approaching and labeling ideas in logical chunks will better match participants’ current knowledge formations and information retrieval patterns.
(Foshay, Ch.4, p.54-55)
Feedback provided on the Observation Checklist will inform learners how well they performed in determining the necessary elements of good Web design as well as highlight any gaps in understanding.
(Foshay, Ch.7, p.109)  	Learners Identify Website  “Do’s” and “Don’ts” to Determine Elements of Good Web Design
	Team Goal Mission begins in a team of four. Mission goal is to explore given online resources in order to identify Website “do’s” and “don’ts”. Team will then create a chart for Website evaluation that outlines features of well-designed Websites and characteristics of poorly designed Websites.  
	 Expert Group Work Each team divides into two expert groups (Design Divas, Dilemma Detectives). Two partners will work together on each expert role dividing Web resources to be searched.  Partners will develop a thorough list according to the criteria of their expert role. 
	 Teams Reunite Share with your team the list you developed for Website evaluation based on your expert role. Together, create a chart of Website Do’s and Don’ts.  
	 Eight Websites: 4 per expert role
	Observation Checklist for Website  Do’s and Don’ts	
Evaluate Classroom Websites	Present New Knowledge and Examples

Practice

Test	Learners need to view examples of both good and bad sites for grasping the new information that differentiates between the two.  (Foshay, Ch.7, p.87)
Practice in evaluating Website features will strengthen the new knowledge in the learner’s memory. (Foshay, Ch.6, p.90)
Learners must use and apply the new knowledge to prove (to themselves and others) that they can apply the learning objective. (Foshay, Ch.7, p.109)
		Team-created chart of Website  Do’s and Don’ts (from previous activity)
	7-12 Classroom Websites from which teams will choose 5 to rank according to chart criteria
	Application: Learners will rank five classroom Websites based upon the Website “Do’s and Don’ts” criteria their team developed. They will have to develop consensus on the order the team chooses; explain which criteria most influenced the team's choices; make recommendations to improve the lowest scoring Website.
	
Plan Site Design and 
Navigation	Illustrations 
 
Structure of Content

Assimilate New Information 

Practice

Feedback 
	Layout samples simplify complex Webpage designs for easier learner retrieval and application. (Foshay, Ch.4, p.58,  )
Paper plan clarifies learner’s vision of proposed Website’s flow and structure. (Foshay, Ch.4, p.52, Ch.7, p.104-106)
Learners must have a framework for connecting new knowledge to the “big picture” in order to strengthen the new knowledge so they can remember and apply it. (Foshay, Ch.2, p.27-29,)
Learners need to know what they’ve done well and what needs improvement. 
(Foshay, Ch.5, p.73)
		Navigation and Webpage Layouts handout will be provided.
	Learners will create storyboards of their own Websites that include site organization and layout, homepage and linking, consistent navigation throughout the site, etc. The storyboard will help assure that the style, presentation, and layout reflect the site’s purpose. 
	In groups of four, learners will review three fellow participants’ Website plans and make “critical friend” comments on Stars, Wishes, and Questions forms (Appendix A). 
	Task Performance Checklist will be used to assess the blend of participants’ declarative and procedural knowledge in site planning tasks. 	
Research and Gather Web Resources 	Relating Information

Practice

Summary 	Making connections between what learners already know about using files/folders and file management for a Website will facilitate integration of the new knowledge. 
(Foshay, Ch.2, p.26)
Learners need to strengthen new knowledge in memory by applying skills in relevant tasks.  (Foshay, Ch.2, p.27) 
Reiterate new information so that it will be remembered and applied in the future. (Foshay, Ch.2, p.29)		Create Website folder and Images folder
	Save images and backgrounds from the Internet practicing good file management and “fair use” for WebPages and associated graphics.
	Review copyright restrictions and fair use.	
Create Site w/MS Publisher	Present New Knowledge and Examples

Practice

Test

Feedback

	Demonstration of features and procedures learners will utilize to create their Websites will facilitate learner application. 
(Foshay, Ch.7, p.106)
Learners need support through scaffolded practice. As training progresses, scaffolding will be slowly withdrawn, and learners will use new knowledge to demonstrate performance of learning objectives. 
(Foshay, Ch.6, p.90, Ch.7, p.104, 109)
Feedback provided through the Webpage scoring guide will inform learners what they’ve done well and also identify areas in need of improvement according to the predetermined criteria for Website development.
(Foshay, Ch.7, p.109)  	Follow step by step procedure to show learners basics of creating WebPages in MS Publisher. 
	Create class Website using Microsoft Publisher.
	Map Site Definition
	Publish their Websites.
	Evaluate progress toward Website content and design goals.
	Use Team-created Chart of Website  Do’s and Don’ts from Session 1 to Evaluate Personal Website 
	Gallery Walk
	Webpage Scoring Guide	

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Implementation Plan 	

Training in Website development will be made available to all district personnel in stages. As a result of information gleaned from the Available Information Summary, the first training group(s) targeted will consist of 6th-8th grade teachers.  As stated in my project proposal, the reason for starting with these grade levels is that 100% of our 4thand 5th grade students are in eMINTS classrooms. They not only leave technology-rich environments at the end of 5th grade, but they also lose the online forum and classroom communication scaffolding teacher Websites can provide.  Subsequent training will be opened to senior high teachers and finally to PreK-3 instructors.  Depending on questionnaire responses, these groups may be offered training before 100% of grade span teachers are trained.  Those indicating high interest from each grade level cluster will make up early training groups. 

One training cycle, consisting of six two hour sessions, will occur each quarter of the school year. The group size for every training series will be limited to ten to twelve participants in order to promote participant interactivity and one on one support capability. A tentative schedule for training elements is given below.

Schedule for Training Sessions	
Session 	Week	Training Components	
1	1	Introduction, Situate, Learning System Purpose and Goals, Establish Site Purpose, Determine Quality Website  Characteristics (Do’s & Don’ts)	
2	2	Evaluate Classroom Websites,  Plan Site Design and Navigation	
3	3	Research and Gather Web Resources, Refine Storyboard of Website 	
4	5	Basics of Creating Site w/MS Publisher, Begin Developing Webpages	
5	6	Site Definition, Continue to Develop Site Pages, Publish Completed Site Pages	
6	8	Continue to Develop Website , Evaluate Progress toward Website  Content and Design Goals, Upload Changes &/or New Pages, Celebrate Accomplishments	

Training sessions will occur at Northwest School in an eMINTS classroom. If any sessions occur during the school day, computer labs at Eastwood, Bueker Middle School, and Marshall High School are available for our scheduled use. The necessary equipment and software is available at each of these locations, i.e., one to one computer to learner ratio (each with MS Publisher), spacious work area for group collaboration, SMARTBoard for demonstration and viewing videos & participant generated forms/checklists, and shared folder capabilities so that individual as well as group work may be quickly displayed for all to see.  

There are environmental factors that may need to be considered as well. Each of the above buildings is on automated temperature controls.  In order to ensure that the facilities remain heated or cooled after hours, arrangements will be made with T. Jones, Maintenance and Grounds Supervisor. He will also be provided with Program Schedules.  Sessions occurring at Bueker during school hours are in close proximity to students at work, so the lab door should be kept closed to ensure lack of disruption for all concerned.   

At the initial training session, specific subsequent training dates will be set by group consensus (within the quarter’s timeframe). Snack sign-up form will also be prepared ahead of time in case group chooses to take advantage of this option.  Although trainees will not be compensated for their non-contract time, they may count their hours toward Career Ladder and District Professional Development Logs. Participants will be provided flash drives by the district on which to save their sites so that they can continue to work on them from remote locations.  

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Team Goal
Your mission begins in a team of four. The goal of your mission is to explore online resources in order to identify Website “do’s” and “don’ts”. Your team will then create a chart for Website evaluation that outlines features of well-designed Websites as well as characteristics of poorly designed Websites.  

Expert Group Work
In your team, divide into two expert groups. (Two partners will work together for each of the following expert roles.)  You and your partner will develop a thorough list according to the criteria of your expert role. 

Expert Roles	
                            
What is in the makeup of well-designed Websites?  Visit the following links and develop a list of features of quality Websites.	
	Design Tenets for Webpages
	Guidelines		User Interface Design
	Home Sweet Home	
                           
Investigate the following sites and generate a rap sheet of Website no-no’s.	
	The Dog Hause
	Website Traps		Spiderpro’s Style Guide
	Killer Sites	

Teams Reunite
Share with your team the list you developed for Website evaluation based on your expert role. Together, create a chart of Website Do’s and Don’ts.  

Apply Your Work   Back to Strategies
Rank any five of the classroom Websites below based upon the chart your team created. You will have to develop consensus on the order your team chooses. Your primary goal is to rank the sites according to the Website “Do’s and Don’ts” criteria your team developed. Explain which criteria most influenced your team's choices. Finally, make recommendations to improve the lowest scoring Website.

	Cannon’s Elementary
	Cottle’s Class Page
	The Friz’s Magic Learning Bus

	Linder Online
	Pace’s 1st Grade
	Sheet’s 3rd Grade
	Science Class

	Smith’s Site
	8th Grade English
	Lancaster’s Chemistry Page
	World Room 505

#1 _________________________________________________________________
#2 _________________________________________________________________
#3 _________________________________________________________________
#4 _________________________________________________________________

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#5 _________________________________________________________________ 

Which criteria on your Website Do’s and Don’ts Chart most influenced your choices?

What are your recommendations for improving the lowest scoring Website?

Did you get any ideas for developing your own Websites? 

Did you discover more pitfalls to avoid?

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  Formative Evaluation Results	

For a formative evaluation of this learning system, feedback from two reviewers was requested and received. The first reviewer (R1) is the district Technology Director as well as Director of Curriculum. The second reviewer (R2) is a Library Media Specialist with advanced experience in Web design. They were each provided both a print and electronic copy of the entire project along with a list of review questions (shown in the table below).  The question form was introduced with the following request:
Please review the attached Learning System for Website Development and provide your honest reaction/responses to the following questions. After working on this for several weeks, I can no longer see it with “fresh eyes”.  Besides that, “…not every one thinks the way you do, knows what you know, uses the Web the way you do." ~Steve Krug  

Your responses will be used in a formative evaluation process. Thanks for your help!  

Debbie	
Feedback from both reviews is given in the last column of the table.

Section	Review Questions/Criteria	Reviewer Feedback	
S1	Project Description	•	Does the project description clearly describe intended audience and instructional strategies as relevant to purpose of project?
	R1: Clearly stated target audience (6-8th) & why this group was chosen. Strategies to be used for instructional purposes are specifically identified. This training will provide a wonderful communication tool for teachers.	
			R2: Yes—the targeted audience makes sense in the context of the district and placement of technology in the present classrooms.  The instructional strategies appear appropriate for the mid-grade level educators.	
S2	Part 1 
	Learning System Goals	•	How well is the problem the learning system addresses identified and verified?
•	Are learning goals attainable? 
	R1: CSIP directs implementation but reality/practice is not the same.  The problem is clear.
Yes, high teacher interest but lack of understanding & know-how.
Goals are very much attainable.	
				R2: Learning goals are attainable as outlined; the organizational context is addressed; and the surveys support the information identified.	
	Part 2 
	Needs Assessment	•	How well does the needs assessment procedure verify the problem and prioritize project needs? 	R1: Data used to determine need among staff-research supports method of assessment used, and very nice survey easy to read & use.	
				R2: It supports the needs with research and input from those wanting the instruction by building interest from within vs. random imposition by administrators	
S3	Part 3
	Learning Objectives	•	Are the objectives and assessment procedures for this learning system relevant to Webpage development?
•	Do objectives clearly state what learners will be able to do following training? 	R1: Objectives and assessments absolutely relevant to proper development of Webpage for learners.
Objectives, needs, and purpose are matching well within this model for achieving goals!	
				R2: Most definitely
Personally question sequence of #2/pg 11—creating original website before understanding copyright and #3/pg 12image file procedures/links/resources.         	
	Part 4	Needs Assessment Plan	•	How well will the needs assessment plan measure outcomes on specific learning objectives?	R1: Do & Don’t checklist and Rubric assist in clarity for learners.	
				R2: Checklist, reflections, observations and performance based outcomes leave room for individual learning, remediation if needed, and measurement of end-result.	
S4	Part 5  
	Scenario to Situate Learning	•	Is the scenario believable, meaningful, and motivating?
•	Does it establish the need to develop a classroom Webpage?	R1: Absolutely, learners will see relevance utilizing this tool.
Of course it establishes need: assists teachers in simplifying their jobs in finding/maintaining resources.	
				R2: Yes.  	
S5	Part 6	Instructional Strategies	•	Do the instructional strategies planned for this learning system follow a logical sequence within which learners can be successful?	R1: Yes, they show depth in learning, reflection, teamwork and application of tools and techniques.	
				R2: Yes— I now see the sequence for creating image file and reviewing copyright restrictions and fair use occurs in implementation prior to Webpage development. 	
	Part 7 
	Implementation Plan	•	Is the implementation plan (including schedule and logistical variables) thoroughly addressed? Please note any areas that require further development.	R1: Plan was clear and orderly – well thought out process for training sessions. I see no need for additional clarifications or improvements to the project.  After reading the entire project, I thought, “Wow, I would like to create a webpage!”  	
				R2: Overall great training plan for this purpose.	

																		

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Revision Plan 	

The feedback from both reviewers was quite positive in all areas. One of the issues I struggled with was which group of teachers to first target with this training, and I am certainly more confident with my choice after their feedback as it specifically applies to the context of our district. 

Concerning needs assessment, Reviewer 2 addressed the aspect of supporting needs with “…input from those wanting the instruction by building interest from within vs. random imposition by administrators.”  She hit on something key here. Our district has been guilty of requiring specific professional development without staff participation in the decision making process. Even if teachers desire the training, their attitude is affected when they feel they have had no voice in the matter. The impact of this factor can carry over into the training environment. This process reinforced the importance of an initial needs assessment.

Although both reviewers affirmed the learning system’s objectives and assessment procedures, Reviewer 2 questioned the sequence of “creating original website before understanding copyright and …image file procedures.”  Certainly, Website construction should not occur until participants have a working knowledge of fair use policies and Web file management.  This, however, was the section in which learning goals were prioritized. Reviewer 2 acknowledged the actual instructional sequence at the implementation stage.

As far as the Needs Assessment Plan, Reviewer 1 said both the provided checklist and rubric would provide clarity during the learning process. Reviewer 2 observed that the performance based outcomes allow for individualized learning, any necessary remediation, and evaluation of the end product. This is exactly what a facilitator wants to know at each stage in the training process.

In reviewing strategies, Reviewer 1 recognized critical instructional elements I strove to include: “depth in learning, reflection, teamwork, and application of tools and techniques.”  Regardless of a learner’s age, each of these criterions is a building block toward greater depth of knowledge.

Reviewer 1 (our curriculum director) responded to the Implementation Plan with, “After reading the entire project, I thought, ‘Wow, I would like to create a webpage!’”  This type of attitude at the outset enhances overall participant engagement and motivation.

The responses from both reviewers confirmed not only the need for this project, but also the validity of the learning strategies and goals for the instructional design.  At this time, therefore, no changes to the learning system are warranted.  The next step will be to actually implement the training and reflect on the following questions:
•	Were obstacles observed between participants and required learning?  
•	Were goals and objectives achieved by all learners? 
•	Did unintended consequences develop?  
•	How can the learning system be improved?  

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References	

1.	Clipart and Media. 2007. Microsoft Office Online.  November 2007. <http://office.microsoft.com/en-us/clipart/default.aspx>.

2.	Critical Friends: A Process Built on Reflection. 2005. Committee on Institutional Cooperation. November 2007. <http://www.cic.uiuc.edu/programs/DEO/archive/ConferencePresentation/DEOSeminar2005/CriticalFriends.pdf>.

3.	Did You Know? Karl Fisch. 2007. Teacher Tube. October 2007. <http://www.teachertube.com/view_video.php?viewkey=6c08179393d1beaf1860>.

4.	Foshay, R., Silber, K., & Stelnicki, M. Writing Training Materials That Work. San Francisco, CA: Jossey-Bass/Pfeiffer, 2003. 

5.	Overview of Data Collection Techniques. 2004. International Development Research Centre. October 2007. <http://www.idrc.ca/en/ev-56606-201-1-DO_TOPIC.html>.

6.	Practical Assessment, Research, and Evaluation. Robert Frary. 1996. Virginia Polytechnical Institute. November 2007. <http://pareonline.net/getvn.asp?v=5&n=3>.

7.	Prioritization. Long Island University. 1997. <http://www.brooklyn.liu.edu/fw/portfolio_resource_guide/g3.htm>.

8.	Publisher. Vers. 5.1.2600. Computer software. Microsoft Corporation, 2003. IBM PC-Windows XP, 512 MB.

9.	Questionnaire Design. David O’Brien. 1997. Georgia Institute of Technology. November 2007. <http://www.cc.gatech.edu/classes/cs6751_97_winter/Topics/quest-design/>.

10.	Reisner, R., & Dempsey, J. Trends and Issues In Instructional Design and Technology. Upper Saddle River, NJ: Pearson Education, Inc. 2007. 

11.	The Survey System. 2006. Creative Research System’s. October 2007. <http://www.surveysystem.com/sdesign.htm>.

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Appendix A	
Back to Instructional Strategies Table

        Stars	       
        Wishes	
      Questions	

	
D. Perkins 2005														Clip Art on Office Online