EdWeb Analysis & Design Documentation

EdWeb Analysis and Design Document
~Ann Younce
General EdWeb description: to prepare elementary educators for (1) effective science lab
instruction, and (2) to provide successful implementation strategies for hands-on inquiry and
technology integration. (School Description: college prep, independent day school, PreK-12)
-Analysis-
I. Instructional Setting:
1. What is the instructional need or opportunity? What business or learning
problem needs to be addressed?
The instructional need/opportunity is three-fold for teachers: (1) need to utilize successful
“science lab” management techniques in PreK-4 , (2) in need of high-quality resources and
materials, and (3) need to increase skill/comfort level with both science and technology
integration.
*I have decided to scale back my initial goals; the original objectives were too
2. Why is it important to address this instructional need or opportunity? What will
happen if you do not address it?
Need is based on recent teacher/administration input. As a result, science will become a
curricular “area of focus” in the next school year. PreK-4 teachers need to increase skill and
comfort level teaching and integrating science, as well as identifying and designing hi-quality
resources and materials. The construction (and costs) of a new science lab in the next two years
increases the possibility that teachers will bring their own classrooms to the lab (rather than the
addition one science instructor at the primary level).
Administration also expresses an interest in teachers to increase skill and comfort level with
technology, specifically online learning.
3. Assuming this instruction is online, what hardware and software (including
access speeds and browsers) do potential learners have?
The school has three computer labs on campus, laptop carts, and teachers have individual
computers in their classrooms (as well as web-based access from home). The school runs a PC-
based platform, with hi-speed cable and wireless Internet access. The school’s productivity
software is MS Office and the primary browser is Internet Explorer.
4. Why did you decide to deliver this instruction online? What are the benefits
and potential drawbacks of that decision?
Primarily, I made the decision based on the need of a colleague - who recently took a new
position as a Lower School Head (at a school located in South Carolina; while I am located in
Colorado). We have planned/delivered staff development together in the past, and she requested
my assistance based on my science and technology background. (We thought this would be the
perfect opportunity for me to begin my entry into eLearning design, by creating something basic
EdWeb Analysis and Design DocumentPage 1 of 41

for first-time online learners while maintaining a “safe” learning environment for me to take risks
in!) Potential drawbacks, of course, are (1) proximity and that (2) I am not familiar with the school
or its teachers, so I will work closely with my colleague to mine the necessary demographic data.
(3) An additional drawback has surfaced; general teacher unwillingness toward recognizing the
need for best practice within a “professional learning community” and for professional growth. The
administrator has recently indicated that the teaching staff is somewhat resistant to accepting the
challenge to learn about best practice. Many seem to believe that “how they’ve always done it” is
good enough. This may become problematic when trying to get the teachers to buy-in to the
concept of this online “course”. First, because it is delivered in a way that is “non-traditional” to
them. Secondly, the resistance to “change” may become an obstacle itself – so I will have to work
that much harder in my design to be “user-friendly” and simplified.
5. Will this be a self-paced, online course or a group-paced, online course?
What is your rationale for that decision?
This EdWeb will be a self-paced, online “mini-course” (initially, a group of lessons that someday
may be compiled for a more full course. See section IV, #2). My rationale for this decision is that
the learners (PK-4 teachers) and their administrator are all new to online learning. Time is a
valuable commodity in a school setting, and a learning opportunity such as this (or any
professional development really) is much more appealing to teachers when they can complete it
own their own schedule. That may be during the designated staff development times on campus,
or during a free planning period, or during vacation or summer break, or from home. This offers a
level of convenience to over-burdened teachers, and I have also found staff development
opportunities to be much more successful when learning options are given.
Many teachers also tend to be the “last” ones to accept “change” in their routines. So, by offering
options where a teacher may choose to learn independently (from home or work), or work
together as part of “Community of Practice” or learning cohort (either as a grade level team, or
even as part of a lower school study group) to accomplish this goal, we create a level of safety
and collaboration for those who wish it. To clarify: Each teacher will learn independently;
although, to have the support of a group, they can approach this EdWeb in a collaborative
learning community environment, members of the group will be experiencing similar learning,
while maintaining individual outcomes. The importance of asynchronous learning in this situation
is that teachers (who already have assemblies, special school projects, additional duties, grading
and report periods, etc. beyond their normal day) will view this less as “one more thing on their
plate” if the timing and pace are individualized and learner-led.
Many are non-science teachers, in addition to being new to online learning of any kind, and this
venue of instruction will serve as “just-in-time” learning as changes are made in the science
curriculum and the incorporation of a new science lab/classroom.
6. Who are the stakeholders?
In this school (a K-12 setting) the immediate stakeholders (for whom the learning is intended) are
the PK-4 teachers and their administrator. (Other schoolwide stakeholders can include the rest of
the administration and faculty, trustees, community partners and alumni, parents, and ultimately,
the students who will directly benefit from teacher training).
7. What other instructional context issues, challenges or problems are important
in this situation?

The fact that my colleague is so new to this school environment may produce unexpected
changes or issues as she navigates the school year for the first time in this new school as a
Lower School administrator. Also, I might anticipate a few conflicts designing something for users
at such a great proximity from my home, although regular communication should suffice in this
particular instance. In addition, the school is presently conducting a new Head of School search,
so there may be changes down the road (as far as support) between the current interim Head
and the future Head of School.
II. Goals and Outcomes:
1. What do each group of stakeholders need to see to consider this instruction
successful? (based on the primary group of stakeholders: PK-4 teachers and Lower
School Administrator)… the rest of the stakeholders will benefit from satisfaction of these two.
Teachers:
(1) Increase in understanding of/access to high-quality resources/materials (both acquired and
teacher-designed)… (see indicators below)
(2) Increased teacher comfort and skill in successful lab management and integrating science
and technology… (3) Increase in student learning…(see indicators below)
Administrator:
(1) School (and state) science standards and national (NSTA) competencies are met/exceeded…
(2) Increase in student learning…(see indicators below)
(3) Increase in teacher proficiency…(see indicators below)
(4) Favorable perception of science instruction among stakeholders…(see indicators below)
2. What indicators will you use to determine if the instruction meets the desired
outcomes of each group of stakeholders? How will you measure? Do you
need to collect baseline data?
Teachers:
(1) … as measured by increased use and larger collection of high-quality resources and materials
(2) …as measured by as measured by increased use of multiple strategies for successful lab
management and inquiry ; increased use of technology, and teacher perception
(3) …as measured by increased student performance in science (grade reporting, additional
assessments, and student perception)
Administrator:
(1) …as measured by curriculum mapping and standards satisfaction
(2) … as measured by increased student performance in science (grade reporting, additional
assessments, observations, student/teacher perception, and growth in teacher reflective practice)
(3) …as measured by stakeholder perception survey
Broad baseline data will need to be collected for:
 Current types of resources and materials used (materials lists by grade level; lists of
textbooks used; lab equipment inventory); prior knowledge (lists of past training
offerings- in related areas)

 Current teacher perception data (comfort/skill levels) in science lab management and
integration of technology
 Current student performance (standardized assessment reports) and perception data
(preliminary survey)
 Current curriculum mapping data and unit planner data
 National, state, school standards (if different), benchmarks and competencies
(student/ teacher- professional standards)… I can collect these independently from
the school
To collect broad baseline data, I will have ongoing discussions with the school administrator, as
well as conducting some independent investigation through information gleaned from the school
website, collateral materials used for institutional advancement, curriculum mapping
documentation, and similar school reporting. The types of data (especially those gathered
through survey) need to be carefully addressed and administered – so as not to overwhelm
participants or confuse them this early on (they probably won’t know about this training
opportunity until planning is complete for staff development scheduling for next school year – and
may not even be introduced to it until after school has begun in the fall). I also want to be sure to
be minimally invasive, so as not to take attention away from day-to-day issues or create an
unnecessary burden for teachers (or the administrator at the “peak stress” time of the year)
3. What other outcomes do you need to measure?
TBD….
III. Learner Needs and Characteristics:
1. What are the demographics of the learners?
a. Age range?
Adult learners (teachers) who are currently teaching students of PreK-4 grades (ages 3 to 11
years). The adult learner age range is approximately 22 to 70 years. It usually represents about
four generations (see comments in “Design” section VII, # 8a ).
b. Education levels and/or types of college degrees?
100% have minimum of one BA or BS degree (in education) and applicable teaching
credential/license; 50% have one MA or MS degree (in education or related)
c. Other important demographics?
Approximate number of learners is 30
Additional data: 95% female teachers; 85% of students scored in top 15% of national
standardized testing; school diversity 80% Caucasian;
More data is needed on % technology use; # years teaching (and # years teaching at current
grade level); % with science or technology backgrounds; language barriers; multiple intelligence
preferences (teachers and students)…. TBD Ongoing communication and work with the school
administrator should help to set the goal: to gather most of the related demographic data by the
end of the current school year - or into the beginning of summer, when much of the following
year’s planning and prep takes place (and to adjust for new staffing).

2. Prior experiences with this content or related areas?
Most are non-science teachers (at minimum, teaching integrated science as one of the core
subjects in a self-contained primary/elementary classroom)… Most are novice technology
users……Would need to determine # of years teaching, # of years teaching at current grade
level, and prior experience in either science or technology.
3. What are the technology skills of the learners?
a. Approximately what percentage of learners have taken online instruction
before?
Minimal…..TBD….. Ongoing communication and work with the school administrator should help
to set the goal: to gather most of the related demographic data by the end of the current school
year - or into the beginning of summer, when much of the following year’s planning and prep
takes place (and to adjust for new staffing).
b. Do the learners have the needed technology skills?
As stated above, technology skills are minimal… would have to collect specific skill data (from a
web-based technology proficiency tool that the school plans to utilize at some point in the near
future- or at the start of next school year)
4. What are the learning styles and skills of the learners?
a. Generally, what are the learning styles of your learners? If you have no
idea, how/where can you find that information?
I have not met these specific learners….. I will have to rely on assistance from their administrator
(my colleague)… Their administrator hopes to have teachers complete a general “multiple
intelligence” inventory and “learning styles” survey at some point in the near future…. TBD
Ongoing communication and work with the school administrator should help to set the goal: to
gather most of the related demographic data by the end of the current school year - or into the
beginning of summer, when much of the following year’s planning and prep takes place (and to
adjust for new staffing).
b. Do they have self-directed learning skills?
Yes, as evidenced in prior professional development, credentialing coursework, degree success.
(Self-directed online as novices may be another story…?)
c. What other learning styles or skills issues are important to consider for the
design of this instruction?
As previously mentioned this would entail prior technology and online learning experiences…
prior knowledge of elementary science……. yet TBD… although there has been some indication
on the part of the administrator to a general resistance to “professional learning communities” and
“professional growth” as far as reflective practice. So, accurate pre-assessment may be difficult.

5. What are the reading skills/level of the learners?
Teachers; reading level should already be at/above proficiency; I will need to research this
further; I would assume it will be whatever the “average” reading level for the adult learner is - I
am not well-versed in literacy training as it is for K-12, much less adult learners, so further
investigation is necessary –I guess 10th
grade if that’s the average adult level??
6. What are the expectations and/or assumptions your learners have about
instruction and/or this topic?
a. Do they have a positive attitude toward instruction?
Many do; the teachers themselves requested assistance in science and technology integration
and resource acquisition, thus the curriculum mandate, and so the interest is already there for
most. (It is anticipated that some will see this instruction as “being added to their plate” regardless
of the flexibility of choices, but they realize it’s necessary… whether or not their administrator will
make this optional or mandatory over a certain time frame has yet to be determined. Knowing her
and her staff development methods as I do, I suspect that it will be optional). All current
indications definitely point to “optional” at this time
b. Do they have a positive attitude toward this topic?
See “a” above… and there’s been a lot of resistance to reflective practice
c. What do they want or expect from instruction?
They wish to (1) be able to recognize, acquire and utilize high-quality science resources; (2)
integrate inquiry-based science and related technology; (3) become more comfortable teaching
science (especially in a lab-type environment)
7. What are the incentives and disincentives for learners to successfully
complete this instruction?
a. Will learners take this instruction in their free time or as part of a class or
part of their regular work hours?
(As repeated from section I. part 5, including changes): This will be self-paced and available to
teachers when they can complete it own their own schedule. That may be during the designated
staff development times on campus, or during a free planning period, or during vacation or
summer break, or from home. This offers a level of convenience to over-burdened teachers, and I
have also found staff development opportunities to be much more successful when learning
options are given.
Many teachers also tend to be the “last” ones to accept “change” in their routines. So, by offering
options where a teacher may choose to learn independently (from home or work), or work
together as part of a “Community of Practice” or learning cohort (either as a grade level team, or
even as part of a lower school study group) to accomplish this goal, we create a level of safety
and collaboration for those who wish it. To clarify: Each teacher will learn independently;

although, to have the support of a group, they can approach this EdWeb in a collaborative
learning community environment, members of the group are experiencing similar learning, while
maintaining individual outcomes. The importance of asynchronous learning in this situation is that
teachers (who already have assemblies, special school projects, additional duties, grading and
report periods, etc. beyond their normal day) will view this less as “one more thing on their plate”
if the timing and pace are individualized and learner-led.
b. Do learners need the instructional information? Do they get rewarded for
using it?
It has been identified as a “need” by the teachers themselves, and identified as an “online need”
by their administrator. It will probably be made optional by their administrator, although it is too
early to tell (most definitely will remain optional)….. As for a reward, I still need to investigate
whether or not professional development is directly linked to salary column advances, or whether
this will be considered for “credit”….. TBD. To clarify: I don’t mean college credit here. Some
schools/districts use their own in-house “point system” for professional development (in addition
to actual college credit opportunities) when determining reward. For example, “x” amount of in-
house training hours = 1 C.U. worth of points. Usually, college credits far outweigh a school’s
internal point system for determining salary bumps. I suspect that there is neither an in-house
point system in place, nor will the administrator be prepared to offer this for college credit. It will
probably be more of a staff development “science club” atmosphere, where regular
meetings/training and independent work will yield an in-house training certificate….
(See number of learners listed in section III, 1c )
8. What other learner needs or characteristics are important and/or relevant to
this project?
TBD….
IV. Instructional Content:
1. What do the learners already know about the topic?
According to their administrator, most are non-science elementary teachers. They have mostly
taught science as one of several core subjects in a self-contained elementary classroom, which
would be basic science concepts delivered in thematic instruction. Few are familiar with teaching
in a “shared lab” approach.
2. What is the scope of this instructional product? If it is more than one lesson,
list the topics you plan to cover.
This EdWeb will be a self-paced, online “mini-course” (initially, a group of lessons that may
eventually be compiled toward a full course. See section I, #5) for “just-in-time” learning. The
topics to be covered are:
 Hands-on science & technology integration, and successful lab management
 Locating & utilizing high-quality resources and materials
 Utilizing science apparatus and tools in a lab/classroom setting
 Best practice and strategies

*this EdWeb has been recently streamlined and scaled back to be more realistic for a first EdWeb
attempt. Thus, the concepts of “differentiation” and “inquiry-based lesson design” will have to be
applied at another time for a future component.
3. What are the learning objectives for the instruction?
(not yet in any particular order) See “Design” section VI, #7 for re-ordering and more detailed
objectives
The elementary teacher will be able to:
a. …identify quality science/technology resources and sites for integration into hands-on
lessons, given clear evaluation guidelines.
b. …evaluate the use of various apparatus and materials for differentiated labs and
centers, given effective guidelines and descriptors.
Tentative apparatus/tool listing: microscope, slides & coverslips, heat source, compass,
balance, thermometer, spring scale, simple machines, dissection kit, apparatus
components (base, rod, ring stand, clamps), magnets, glassware (falsk, beaker, test
tube, graduated cylinder), holders/stoppers/racks, dropper/pipette, magnifying glass, petri
dish, lenses & mirrors (convex, concave), Periodic Table, pulley
c. …design a lab-based lesson/activity to share with colleagues and contribute to lab
collection, given strategies for inquiry-based lesson development. (see section II)
d. …acquire and assemble inquiry-based resources to contribute to lessons and unit
planners, given materials and tools selection strategies.
e. …demonstrate effective use of science apparatus and tools, given lab use manual
and guidelines.
f. …utilize best practices for hands-on science and technology integration, given
effective strategies and tools.
The givens (or job aids) will be the following:
 Resource selection/evaluation guidelines
 Sample strategies (classroom management, inquiry, lessons, labs)
 Activity design strategies and planning template
 Tools/apparatus descriptors and usage
 Lab use manual
There will be a glossary, reference, resource section on the EdWeb where these and
other similar items can be downloaded
4. For each learning objective, describe how you will measure students’ mastery
of that objective.
See “Design” section VI, #7 for re-ordering and more detailed objectives
a. … as measured by identification and justification of resource selection to align with
guidelines 20 (min. of 2 from each of 10 categories given)
b. … as measured by evaluation/critique of apparatus/materials for effective use at
differentiation levels to align with guidelines and objectives 22 of 30 (approx. 70%)
(see tentative apparatus/tool listing above)
c. …as measured by effective design of inquiry-based lesson/activity (per design
guidelines)

d. …as measured by effective collection (min. # of contributions to a class resource
wiki- probably 2 contributions for each of 6 categories) of resources and tools for
inquiry
e. …as measured by demonstration of mastery of apparatus/tool per task guidelines
Different tools will be simulated (or actually used with school equipment); Approximately
10 of the most common items: microscope, compass, balance, spring scale,
thermometer, simple machines, dissection kit, magnets, apparatus assembly
f. …as measured by effective inquiry-based activity design, demonstrating class
management strategies (*for differentiation)
*This will be a change – dropping the focus on differentiation for now, and going with
simple hands-on activity design. Activity design measurement will utilize: brief lesson plan
protocols (parts of the lesson plan); indicators; objectives (3 components), inquiry
(templates), hands-on qualities, and effective use of materials.
Class management measurement will utilize: criteria for best practice (science
guidelines), brain-based strategies (collaboration, responsive classroom, and movement
with purpose), hands-on lab set-up, and manipulatives.
5. Complete the following table to indicate how your objectives and your
measurement of those objectives fit with the needs of your stakeholders.
Name of
stakeholder
group
Results
stakeholders need
to see
Indicators the
instruction
achieved the
stakeholder
results
Objectives that
align with these
results and
indicators
(1) Increase in
understanding of/access
to high-quality
resources/materials (both
acquired and teacher-
designed)…
(1) … as measured by
increased use and
larger collection of
high-quality resources
and materials
…(a) identify quality
science/technology
resources and sites
for integration into
hands-on lessons,
given clear
evaluation
guidelines.
…(d) acquire and
assemble inquiry-
based resources to
contribute to
lessons and unit
planners, given
materials and tools
selection strategies
PreK-4 Teachers
(2) Increased teacher
comfort and skill in
integrating science and
technology…
(2) …as measured by
increased use of
hands-on activities,
technology, and
teacher perception
…(b) evaluate the
use of various
apparatus and
materials for
differentiated labs
and centers, given
effective guidelines
and descriptors.
…(c) design a hands-
on lesson/activity to

share with
colleagues and
contribute to lab
collection, given
strategies for inquiry-
based lesson
development.
(3) Increase in student
learning…
increased student
performance in
science (grade
reporting, additional
assessments, and
student perception)
(all objectives
contribute)
Lower School
Administrator
(1) School (and state)
science standards and
national (NSTA)
competencies are
met/exceeded
curriculum mapping
and standards
satisfaction
share with
colleagues and
contribute to lab
collection, given
based lesson
development.
…(f) utilize best
practices for hands-
on science and
technology
integration, given
effective strategies
and tools.
… (2) Increase in student
learning…(see indicators
below)
increased student
performance in
science (grade
assessments, and
student perception)
(all objectives
contribute)
(3) Increase in teacher
proficiency…(see
indicators below)
student performance
in science (grade
assessments,
observations, and
student/teacher
perception)
(all objectives
contribute)
(4) Favorable perception
of science instruction
among
stakeholders…(see
indicators below)
stakeholder
perception survey
…(a) identify quality
science/technology
resources and sites
for integration into
hands-on lessons,
given clear
evaluation

guidelines.
share with
colleagues and
contribute to lab
collection, given
based lesson
development.
…(f) utilize best
practices for hands-
on science and
technology
integration, given
effective strategies
and tools.
(Rest of
administration,
faculty, community
partners, alumni,
parents &
students)
(all objectives contribute)
- happy, productive kids; increased use of quality science resources’
increased “lab” time; increased community partner opportunities
If interest becomes a “problem”, management strategies such as maximizing space and shared
resources can be addressed at that time, In addition: teaching science in classrooms, lab,
“anywhere”; utilizing teachable moments and mobile carts can be addressed. Increased comfort
levels in lab instruction can lead to creative use of materials, and increased virtual opportunities.
6. What learning resources will learners need during this instruction? How will
they be obtained and used during the instruction?
 “Toolbox” and “Education Library” resources- book links, articles, professional journal
links, related sites and templates;
 Databases: lesson plans, activities, collaboration sites with other educators;
 Interactive site links: simulations, virtual field trips, gadgets/tools, webquests, web 2.0
tools;
 “Make and Take” sessions for creating materials, sharing lesson documents;
 Standards, benchmarks, competencies, scope & sequence;
 Site links for resources, hotlinks, search strategies, “ask the experts”, collections;
 Reflective journal (in the form of an ongoing blog), planner, inquiry templates, rubric
templates, formative & summative assessment sources; process journal (online lab
notebook to record experimentation and data)
All resources will be accessible from a “Toolbox” resource tab…..web-based, site links or linked
as documents, PDF files, etc.
7. What other instructional content issues are important or relevant to this
project?

TBD…
V. Project Management:
1. EdWeb implementation readiness & formative evaluation….Do those
milestones (in IT5670 & IT565680) fit with the needs and/or expectations of
the organization sponsoring your EdWeb? If not, describe how you plan to
handle the problem.
Yes, they fit the needs of the organization; for curricular changes, they will begin to investigate
and offer staff development at the beginning of next school year (fall), so the late summer would
be the very earliest opportunity for implementation. They have a two-year window for design,
approval and construction of the new science lab, so staff development will exist parallel to that
timeframe.
As for formative evaluation, I have access to the administrator (and her teachers if need be)
during the remaining months of this current school year, and into the next school year.
For the formative evaluation, I had to use “similar” teachers in various locations, as access to the
teachers at that site was not convenient to the administrator.
2. Are you the content expert?
a. If no, is a content expert available to help you develop the content and
review it for accuracy? Do you anticipate any problems in working with this
expert, e.g., time available, schedules, time zone differences?
b. If yes, you may still want a “second set of eyes” to review your content.
Who will be available to provide this support?
Yes, for the most part. I have many years of experience in science instruction, lab set-up and
curriculum design, at all grade levels, PreK-8….. I also have access to a variety of resources,
colleagues, “experts in the field”, and “beta site” opportunities in various classrooms across four
states. I anticipate some limited time zone challenges working with the school’s administrator (my
colleague)
3. What other types of experts do you need for this project? When do you plan
to discuss this project with each expert?
Use the following table if there are more than two experts with whom you need to
coordinate.
Title of Expert
Approximate Date for Discussion
With This Expert
Lower School Administrator (my colleague) Consistent basis
See above, # 2 As needed…..
Instructors of these IT courses, fellow students Consistent basis…..

4. Who has to approve this project? When do you need to get their approval?
I have been given “carte blanch” by my colleague and a “green light” to design something that
might help her with her faculty…. As an administrator in a new position at a new school, she has
her hands full with a variety of “overhaul” issues (although none will collide or interfere with this
project; we don’t believe in taking on too many implementation projects at once… usually one or
two efforts per school year); this project is mutually beneficial for the both of us : )
5. Organizational change issues:
a. Are you breaking new ground in your organization with your EdWeb? If
yes, who is likely be threatened or intimidated by it?
Yes, it is new ground for their organization; we do not anticipate anyone threatened or intimidated
by it. (Although the recent resistance to the administrator’s “best practice” trainings have been a
clear indicator that the predicted “curiosity” might not be there in force. Luckily, it will be optional,
and there should be at least a few teachers who will take advantage of this EdWeb. The school
traditionally was always eager to try new things… we’ll have to see. (The only ones intimidated by
it might be the first-time online learners that it is aimed at…. And part of the EdWeb will be
designed to put them at ease and be supportive throughout.)
b. Who directly supervises the learners? Does this person support and/or
value the instruction and/or your approach to the instruction?
My colleague, the Lower School Head. She definitely supports and values the instruction and the
“gentle” approach it will take.
c. Are there people who want this project to fail? If yes, list their titles and
why you think they want this project to fail.
d.
None that are immediately evident…… (possible changes upon installation of new Head of
School??) TBD
e. How and when will you inform each group of stakeholders about the
project?
Administrator: currently informed; (new Head of School… TBD)
Teachers: In parts throughout the school year, as we need demographic data from them, input,
etc. For the most part, at the end of the school year, in anticipation of the late summer/ fall start of
staff development training.
Rest of stakeholders: as needed
6. What other resources or project management issues are important or relevant
to this project? ??? TBD……….

-Design-
VI. Instructional Design Model & Learning Theory
1. What is your theory, model or definition of learning? For example, some say
learning is the process of personalizing new information. Others say learning
is the process of memorizing new information. What is your definition?
I believe learning is an experiential process, where one’s learning can be shown in a variety of
ways, and where learners have multiple modalities in which to experience varying degrees of
comfort/ease/frustration in learning (multiple intelligences). I believe learning is best when it is
inquiry-based, and the learner seeks, constructs and internalizes the information in ways relevant
and meaningful to them. I believe that one’s “approaches to learning” (Intl. Baccalaureate) are
very important: “approaches to learning” are skills that show us how we learn (while we learn)
such as metacognition, ”thinking out loud”, reflective practice, learning style preferences,
“tagging and labeling” for brain retrieval, literacy and numeracy strategies, coping strategies, etc.
And finally, I believe learning needs to be fun, obtain elements of surprise and “thinking outside
the box”.
2. Other than the CIVs and Horton’s Absorb, Do, Connect model, what, if any,
other instructional design models do you plan to use, i.e., Kolb’s Model of
Experiential Learning or Problem-Based Learning? (You are only required to
use the CIVs and Horton).
Definitely Kolb’s Model; in addition to a combination of other “lenses” such as Multiple
Intelligences,, IB Inquiry,, and high-level Bloom’s Taxonomy… *( I’ve scaled back from lesson
design and differentiation, to an understanding of successful lab management and materials use
as a simpler goal.)
3. What other instructional design issues are important or relevant to this
project?
I am learning to become better versed in adult learning theory and what “best practices” are for
adult education….. that is, how adults learn that may be different from how children learn. Most of
my lesson planning up to this point has been for PreK-8; and although I have done staff training
for many years, I am not necessarily “formally” trained in adult ed. So I will consult the few texts
that I have: one being The Adult Leaner- the Definitive Classic in Adult Education and Human
Resource Development, (Knowles, Holton, Swanson) and two others: On Common Ground- The
Power of Professional Learning Communities (Defour, Eaker, Defour) and PLCs At Work (Defour,
Eaker)…. I also have resources through my National Staff Development Council membership.
*the goal is to impart the relevance of the EdWeb to the upcoming science lab construction and
administrative mandate; there will be a variety of job aids, from activity planning templates, to
guidelines, “lab manuals” and the “Toolkit” resource tab (which I will find a way to keep the link
accessible beyond the EdWeb period….

VII. Learning Activities
1. Given your answers to the questions in the Instructional Design Model and
Learning Theory section and your answers to the Learner Needs and
Characteristics section (both above), what is your overall instructional
approach to this instruction? Why do you think this is a good approach?
Experiential/ Multiple Intelligences…. To try to meet the needs of all types of learners; to offer a
variety of ways /strategies to construct learning; to accommodate a variety of “Approaches to
Learning”; to incorporate brain-based strategies (to move learning from sensory memory to
working memory to permanent memory); to create science experiences that are “hands-on” and
fun.
2. How do you intend to integrate the “Learner Centered” Common Instructional
Value into your EdWeb? Be specific. [Refer to Horton chapters 2-4]
*(see chart, item #7 for specifics)
Relevant (design for their own classes/students); engage & motivate (wide range of activities-
new and traditional- and encourages creativity); reflective (process journal of experimentation as
a model for their students’ science notebooks); learner controls experience ( self-paced,
opportunities for surface learning across all science disciplines, or delve deeper in specific topic);
meaningful (opportunities to “test & verify” with their own students, and just-in-time learning)
3. How do you intend to integrate the “Social” Common Instructional Value into
your EdWeb? Be specific. [Refer to Horton chapters 2-4]
Independent or small group (collaborative learning, community of practice); communication
(journals, shared dialogue, peer sharing & review); comfortable environment online (mix of
familiar with new); community building (fun, shared resource toolbox, increased confidence);
slow, deliberate and supportive (slowly introduce new online components or web 2.0 tools)
4. How do you intend to integrate the “Contextual” Common Instructional Value
into your EdWeb? Be specific. [Refer to Horton chapters 2-4]
Authentic (real science; doing science, lab atmosphere); challenge (out of comfort zone);
integrate all science disciplines (standards-based, grade level appropriate); problem-based (sims,
critical thinking, problem solving); science strategies and tools;
5. How do you intend to integrate the “Active” Common Instructional Value into
your EdWeb? Be specific. [Refer to Horton chapters 2-4]
Hands-on; real experiences (collaboration, active experimentation); exploratory & experiential
(investigations; further research); constructive (building sets of resources and skills; inquiry,
discovery (activities, skill building, classroom management strategies); build academic vocabulary
and content knowledge (demos, models, sims and labs, role play); guided instruction

6. How do you intend to integrate the “Supportive” Common Instructional Value
into your EdWeb? Be specific. [Refer to Horton chapters 2-4]
Community of practice; differentiated; multiple intelligences; fun and enthusiastic; comfort/safe
(“classroom” environment online); scaffolding (resources, flexible choices); non-judgmental,
constructive feedback; honor creativity; slow and deliberate pacing (support, minimize frustration,
encourage risk-taking); well-organized, clear; wide variety, broad appeal
7. Complete the following chart to describe the activities you plan to include for
each objective. (Objectives re-ordered from “Analysis” section IV, # 4 & # 5)…
*I am still thinking about how some of the “other” models come into play for each objective, but I
have listed Kolb. Horton and CIVs here…. yes.. feel free to use it 
Objective Activities to
Support Objective
Kolb Horton
(A, D, C)
CIVs *Other
1-A) 10 Activities:
Readings**
Site Reviews**
WebQuest**
Virtual Field Trip**
Recorded Demos**
Examining
Explaining
Experiencing
Experiencing
Examining
A
A, D
A, D, C
A, D, C
A, C
Contextual
Contextual; Active
Social; Active
Learner-Cent
Contextual
**(taught over a span of 10 mini-lessons, specific order TBD)… Activities used to
learn about & further explore 10 categories of resource types:
 Hands-on materials/manipulatives
 Texts, experts, content sites
 Video/audio
 Interactive sites
 Apparatus building (purchased v. home-made)
 Virtual field trips
 Lesson planning & activity sites
 Games, fun, logic, critical thinking, problem solving
 Online collaborations
 Web 2.0 tools
1-B): Brief Critiques [10] Explaining A, C Contextual
1). Identify quality
resource materials/
sites for hands-on
lessons…
… (given clear
selection/evaluation
guidelines)…
… [as measured by
justification of 20
applicable resources in
critique form- 2 from
each of 10 given
categories- that aligns
with guidelines]
(taught over a span of 10 mini-lessons, specific order TBD)… Select 20 examples
(2 from each of the 10 categories) and write a brief evaluation on resource
selection based on given guidelines, and provide 1 example (from each of 10
categories) of potential instructional use …(to be compiled in group doc)

1-C): Reflective Blog
(ongoing)
Examining A Learner-Cent
Support Objective
Kolb Horton CIVs Other
2-A) Scavenger Hunt:
Identify apparatus/tools**
Evaluate apparatus/tools**
Applying
Explaining
Explaining
D
D
D
Contextual
Contextual
Contextual
** Tentative apparatus/tools listing:
 microscope, slides & cover slips
 heat source
 compass
 balance
 glassware (flask, beaker, test tube,
graduated cylinder)
 holders/stoppers/racks
 dropper/pipette
 lenses & mirrors (convex, concave)
 pulley
 thermometer
 spring scale
 simple machines
 dissection kit
 apparatus components (base,
rod, ring stand, clamps)
 magnets
 magnifying glass
 Petri dish
 Periodic Table
2). Evaluate the use of a
variety of apparatus/
tools for differentiated
labs & centers…
… (given usage
guidelines, lab
procedure manual, and
demos)…
… [as measured by the
identification/evaluation
of 22 of 30 items
(approx. 70%) - for
effective use at various
differentiation levels]
2-B): Reflective Blog
(ongoing)
Support Objective
3-A) Watch and/or Do:
-Demos
-Simulations
-Case Studies
…and participate in asynch.
discussion threads
Examining
Applying
Experiencing
Examining
A, C
D
D
C
Learner-Cent
Contextual
Contextual
Social
3). Demonstrate
effective use of science
apparatus/ tools…
… (given usage
guidelines, lab
procedure manual, and
demos)…
… [as measured by the
effective use of 10
apparatus/tools and the
usage rubric criteria]
3-B) Do Lab Investigations:
(individual, small group):
Experiencing D Active

3-C): Keep Process Journal
(lab notebook) to record
experimentation and data
collection; submit
selections to thread
Explaining A, D Learner-Cent
3-D): Reflective Blog
(ongoing)
Support Objective
4-A) Group Wiki
Collaboration (ongoing):
to build a resource toolkit
consisting of:
-hot lists (links)
-lab activities “database”
-WebQuest collection
-virtual trips and online
project collaborations
-process skills/ lab manual
-classroom management
strategies & best practices
Applying D, C Social4). Explore, acquire and
assemble (* Assemble)
inquiry-based
resources to contribute
to shared resources (for
lesson/unit planners)
... (given guidelines and
selection strategies.
… [as measured by an
effective and consistent
collection- minimum 2
contributions for each
of the 6 categories- for
the group wiki]
4-B) Reflective Blog
(ongoing)
Support Objective
5). Design one science
lesson/ activity to share
... (given strategies for
lesson design and a
planning template)
5-A) Create inquiry-based
lesson/activity plan & post
to share in thread (and
ultimately group wiki)
Applying
Examining
D
C
Active
Social

5-B) Reflective Blog
(ongoing)
Support Objective
6-A) Watch sample lesson
videos
…and participate in asynch.
brainstorm/ discussion
threads
Examining
Examining;
Explaining
A, C
C
Learner-Cent
Social; Supp
6-B) Create Demo Video:
(individually or w/ partner)
of instruction of hands-on
lab activity or lesson
(may opt to include elem.
student participation)
Explaining;
Applying
D Social; Supp
6). Utilize best practice
for hands-on, science/
tech integration,
… (given effective
strategies, samples and
tools)
…[as measured by:
a) effective inquiry-
based lesson design
criteria- lesson plan
protocols, objectives &
indicators (3
components), inquiry
templates, hands-on;
and effective use of
materials
b). demonstrating class
management strategies
criteria for best practice
in science; brain-based
strategies
(collaboration,
responsive classroom,
movement with
purpose); hands-on lab
set-up; and
manipulatives]
6-C): Reflective Blog
(ongoing)
***Two that I think are ongoing, and I didn’t find specific placement within the
charts:
“Experiencing”: “Examining”:
-Support: differentiated choices (absorb) -Support: peer/instructor feedback
(connect, absorb)
8. What instructional strategies or activities do you plan to include to address
each of the learner needs and characteristics you described in the Learner
Needs and Characteristics above?

a. Demographics
“Generations/ Getting to Know You” science-related, sharing common science experiences…
(Recognize and appreciate value and unique contributions of generations of teachers
represented; cross-generation collaboration and consensus; create awareness dealing with
learners across multiple generations- gaps/overlaps, common ground)… from text Generations at
School: Building an Age-Friendly Learning Community (Lovely & Buffum)
b. Technology skills
Slow and steady; intro to online learning and web 2.0 tools; ongoing support & feedback;
encourage self-help (tech support options, FAQs, problem-solving); anchors and examples;
support within “communities of practice”
c. Learning styles
Multiple intelligences opportunities throughout (reading/writing; reflection; communication;
draw/sketch; active experimentation & hands-on; collaborate & communicate; numbers, stats,
graphs; science & nature; music (as a mnemonic device)…
d. Reading skills
** continued investigation (for adult reading level goals); varied selections and accessibility of
text; *To support visual literacy, “dual coding” will be used to reinforce the text with appropriate
visuals; “picture superiority effect” will be used in the form of pictograms and ideograms to use
images to represent commonly-held vocabulary, actions or directions. (such as a “book” to
indicate “read this”, or a “question mark” to indicate “need more information”, etc.
e. Attitudes toward instruction and this topic/content
“optional” learning (by administrator) and self-paced structure should create optimal attitudes;
“just in time” to get ready for science lab addition and plan for increased science integration *
hopefully the recent “resistance” to best practice training will change as they approach a new
school year
f. Incentives or disincentives for completing this instruction
Professional development (staff training) time is offered; site-based training (or from home);
opportunities for community of practice; self-paced; “optional”;
g. Other important learner needs and/or characteristics
TBD……
9. What other issues related to learning activities are important or relevant to
this project?

In my design planning, I may have the tendency to let this grow too big…..I have to remember the
KISS principle (“Keep It Short & Simple”) so as not to overwhelm the learners (or myself)… the
scope of integrated science disciplines is large and I need to remain focused on grade-level
appropriate skills (and appropriate skills for teachers-new-to-online-learning)….
I have put myself in-check; I have streamlined the EdWeb and scaled-back the so as a bit to be
more realistic (both for a first-time EdWeb, as well as somewhat reluctant learners). By removing
the weightier concepts of “differentiation” and “inquiry-based design” (and perhaps saving them
for another add-on component in the future), the EdWeb focus is simply to learn successful lab
management strategies (which include using lab materials and equipment, quality resources, and
creating opportunities for hands-on inquiry and technology).
EdWeb Design Prototype
The three components of this EdWeb Design Prototype will follow as listed:
1. Design Prototype
2. Justification of Color Scheme and Typography
3. Formative Evaluation Questions
1. Design Prototype
EdWeb Home Page (with screenshot and plans for the following variables):
 General Comments: This EdWeb design has been scaled back from my initial
concepts. The EdWeb is designed for busy teachers (who generally perceive this
“course” as “one more thing to have to do”). My goal is to keep the interface simple,
clutter-free and fun. The criteria below are described in general as they pertain to the
entire website – and the individual pages that follow may offer additional insights
specific to each page. *Although all of the pages in this EdWeb have a similar look
and feel as far as the overall layout (in order to provide cohesiveness among the site
pages) each page does offer some unique layout & content components in terms of
function and form*

 Page Identifier (header): The page identifier exists as a banner and includes a
logo, the main title and a subtitle for further clarification. The logo is visually
appropriate to the science content. The banner title is centered and the subtitle is
slightly offset for balance. The use of alliteration in the banner title and subtitle is
intentional; as repetition of sound is not only a catchy form of figurative language, but
lends itself to being easily remembered as well.
 Layout and Main Navigation Mechanisms: The grouping of solid background
colors are used to divide the page into functional areas (“zone display”) and are
consistent throughout the site for visual coherence (unity and aesthetics). It also is
used intentionally to establish a precise visual hierarchy to help arrange content
predictably, where users can find critical material in sight when needed. The “Golden
Rectangle” ratio is utilized to establish an alignment of horizontal orientation, with
main menu navigation in a sidebar, main frame content in the center of focus (and
taking up more than half the space), and additional (minor to instruction) navigational
elements along the bottom of the page. Graphics are used intentionally: either in
consistent locations (logo), or to fill a large space, or to support content (see “visuals”
section). The interface is designed with rich navigation, and the hope is that users
have the “freedom of searchability” and can move freely as needed within the
EdWeb:
1. Paging: (within lesson modules only)
2. Hyperlinks: used internally for “return to top”, job aides, additional resources,
and externally for links to other sites as activities or resources.
3. Menus: sidebar menu serves as a “table of contents” and is constantly
displayed. The orderly shape of the buttons relates to the site theme, and the
buttons will change color to indicate current selection/location. The sidebar
buttons are also designed with multi-level submenus that will appear when rolled-
over, expanding to reveal more full information or tips/explanations.
 Color scheme, with examples and RGB values, and typography: (see
color scheme & typography justification in section 2)
 Placement of Content (including some actual text, titles, sub-titles and
body text): (see mention of title and subtitle selection above in “Page Identifier”);
body text is organized within the main frame in short paragraphs or grouped in
bulleted lists for proximity and an orderly, clean appearance. The goal is to maintain
a maximum of 60 characters per line for alignment purposes and ease of reading.
(See color scheme & typography justification in section 2 for additional title and
subtitle information).
 Visuals (that “dual code” the text, graphic areas, etc): Some of the visuals
on this page include:
“character with magnifying glass”:
o decorative, representative (of the content) and organizational (for site
recognition and to maintain continuity)

o used both as dual coding (to reinforce the investigative nature of learning to
design a successful science lab), and as an aesthetic element
o intended to hopefully engage learner and generate interest
o intended to guide learner (grounded as a stationary position in the upper
corner of each page)
 Description of animations (if any): TBD
 Learner interaction (a do-type activity– with the content or links to
additional resources outside the EdWeb, etc.): none on the “Home Page”
(with the exceptions of a welcome note, an invitation to visit the “How To” page to
familiarize the user with the EdWeb, as well as an invitation to “click on any link to
explore the site further”).
Sample Page A (with screenshot and plans for the following variables):
 General Comments: I selected this “How To” page because it is an example of
the first page the users will visit (after the homepage). My goal is to keep the
interface clean, simple and straightforward, and to hopefully alleviate user fears or
concerns upfront by showing the ease of navigation. The criteria below are described

 Page Identifier (header): The page identifier exists as a banner and includes the
site logo for coherence and a page title.
 Layout and Main Navigation Mechanisms: Within the main frame, this page
utilizes text, arrows & indicators, and images to provide an “orientation” to how the
site is laid out. Graphics are used intentionally: either in consistent locations (logo), or
to fill a large space, or to support content (see “visuals” section). The interface is
designed with rich navigation, and items different than that of the home page are
listed below:
1. Paging: consists of “next”, “previous” or “proceed” as needed with
longer text sections. “Page 1 of 3” (etc.) will also appear at the bottom of
continued text sections.(the rest is same as the home page)
2. Hyperlinks: used internally for “return to top”, job aides, additional
resources, and externally for links to other sites as activities or
resources. (the rest is same as the home page)
3. Menus: (same as the home page)
body text): (see mention of title and subtitle selection above in “Page Identifier”)
Content continues to be organized within the main frame in short paragraphs or
grouped in bulleted lists for proximity and an orderly, clean appearance. Visual icons
are provided to serve as a “key” to understanding and using the site, and directional
arrows & indicators show examples of site navigational tools.
“compass”
o decorative, representative and organizational- used as visual link (for
navigation) and an aesthetic element; also helps to organize the “navigation”
information
“light bulb”
o representative- used for picture superiority effect (as well as an aesthetic
element), to indicate a “good/bright idea” that the user will want to take note
of
o intended to engage learner

o intended to guide learner through the process
“magnifying glass”
o representative - used for picture superiority effect (as well as an aesthetic
element), to indicate that the user needs to “investigate further/take a closer
look”
o intended to engage learner and generate interest
o intended to reinforce text
o intended to help learner see this concept in practice
“question mark”
element ), to indicate that the learner can seek further answers
o intended to engage learner
“hand”
element), to indicating a “hands-on activity”
“book” and/or “pen”
element), to indicate that the user needs to “read” or “write”
additional resources outside the EdWeb, etc.): none on the “How To” page
(with the exceptions of an invitation “take a minute to explore and familiarize yourself
with the layout of this ‘online classroom’ a bit further”).

Sample Page B (with screenshot and plans for the following variables):
 General Comments: I selected this “Lesson” page because it is an example of
one of the lesson module pages that the users will interact with. My goal with respect
to interface is that in using the file folder format, the participants will see the
relationship among: “intro, lesson, practice, assess, reflect & apply” for each specific
lesson module. The criteria below are described in terms that are specific to this page
only. *Although all of the pages in this EdWeb have a similar look and feel as far as
the overall layout (in order to provide cohesiveness among the site pages) each page
does offer some unique layout & content components in terms of function and form *
 Page Identifier (header): The page identifier exists in two parts: the banner
which includes the site logo for coherence and a page title, as well as a subtitle that
identifies which part of the lesson module the user has accessed (it mirrors the
corresponding “file tab” header in the layout below the banner).
utilizes a horizontal file folder layout to contain the sections of the lesson module.
Each “tab” points to a different portion of the module, and changes color when in use.
Graphics are used intentionally: either in consistent locations (logo), or to fill a large

1. Paging: (within lesson modules only) consists of “next”, “previous” or
“proceed” as needed. “Page 1 of 3” (etc.) will also appear at the bottom of
continued text sections.
2. Hyperlinks: used internally for “return to top”, job aides, additional
resources, and externally for links to other sites as activities or resources.
(the rest is same as the home page)
3. Menus: file folder tabs indicate the “intro, lesson, practice, assess, reflect &
apply” sections of the lesson (the rest is same as the home page)
body text): (see mention of title and subtitle selection above in “Page Identifier”)
Content is organized within the main frame in picture/label links in columns and rows
for proximity and an orderly, clean appearance. Visual icons are provided to serve as
a “link” to additional understanding, explanations, and video clips.
“graduated cylinder” , “triple beam balance”, “Periodic Table of Elements”,
etc.
o representative- used as visual links for dual coding (nature of each of the lab
tools’ purposes)
additional resources outside the EdWeb, etc.): users will work through a
lesson on this page, clicking on icons to learn more about specific science tools. The
link will take them to a new window that shows a detailed diagram of the tool,
explanations of it use, set-up requirements, and situations when its use is
appropriate. In most cases, there will also be a video clip to watch the tool in “action”,
as well as an opportunity for a self-assessment (a multiple choice question where
several new windows could appear depending on the answer selected… “correct”,
“try again”… etc.)

Sample Page C (with screenshot and plans for the following variables):
 General Comments: I selected this “Toolbox” page because it is an example of
one of the additional site resources that the users will interact with and use to support
their lessons. My goal with respect to interface is that it be a user-friendly “hotlist” of
resource links to sites and job aids, categorized into subgroups. The criteria below
are described in terms that are specific to this page only. *Although all of the pages in
this EdWeb have a similar look and feel as far as the overall layout (in order to
provide cohesiveness among the site pages) each page does offer some unique
layout & content components in terms of function and form *
 Page Identifier (header): The page identifier exists as a banner and includes the
site logo for coherence, a page title and a brief explanation of the page.
utilizes text, hyperlinks, and images in columns and rows to provide a hotlist of job
aides, sites and resources. Graphics are used intentionally: either in consistent
locations (logo), or to fill a large space, or to support content (see “visuals” section).
The interface is designed with rich navigation, and items different than that of the
home page are listed below:
1. Paging: (within lesson modules only)

2. Hyperlinks: used internally/externally for job aides, additional resources,
and externally for links to other sites as activities or resources (the rest is
same as the home page)
3. Menus: (same as the home page)
body text): (see mention of title and subtitle selection above in “Page Identifier”);
the “toolbox” page exemplifies (I think) Bender’s “buffet model” – or “something for
everyone”. There is a myriad of resource links in the toolbox that cover a variety of
related topics.
“character with hammer”
o decorative and representative- used as visual link (and as an aesthetic
element)
“characters that point” or “characters that show expressions”
o decorative- used as aesthetic elements
additional resources outside the EdWeb, etc.): none on the “Toolbox” page
(with the exception of the user being able to select any number of resources, job
aides or external sites to peruse, visit or download).
2. Color Scheme & Typography Justification
Color Scheme: I plan to use the color palette shown below .The color palette is made up of
various tints, tones and shades of earth tones, which I feel is appropriate for a “science” topic. In
actuality, a “science lab” look and feel would be black or grey, white, and “sterile” in
appearance…although in an elementary school, there is much more vibrancy and color. So, the
three main fields of science (Life Science, Earth Science, and Physical Science) can be
represented best by earth tones of browns, greens and blues, subdues when necessary and able
to “pop” as well. This palette should offer enough choices for contrast and plenty of options for
use in eye-pleasing ways throughout various layouts. The darker color recedes as a “frame” in
the background, and the lighter color advances to offer additional contrast among content areas.
The dark text against a light background provides contrast for legibility. And conversely, the light
text against the darker button background works as well and is easily read.

 Palette: Initially, I started with a “pocket” cardboard color wheel and began to
search for a carefully balanced harmony with the dial on the “blue-green” key
color section of the pure color row. I immediately liked the tint, tone and
shade colors of blue-green, and decided to make one of them my dark
background border color. The complimentary shade of “mahogany” brown
on the wheel looked promising for text color, as did the split complimentary
shades of burgundy and a lighter “cinnamon” brown. I also decided to use
the triad tint of a “buttery yellow” for the text background as it would provide
for a nice contrast.
Color RGB HEX # Page/Use
255-204-102 F6BE47 Body text background; text on dk. sidebar buttons
140-67-37 8C4325 Outline for light main frame background
127-56-2 7F3802 Text/titles on dk. teal background border
51-22-0 331600 Heading text on light background
64-188-204 40BCCC Not yet sure?
2-113-127 02717F Background border
1-68-76 01444C Sidebar buttons; dividing line
0-0-0 000000 Page outline; picture outline
(The color scheme tool I eventually experimented with was Kuler… and I was additionally
influenced by some of the schemes below…..)
~Analogous ~Monochromatic
~Triad ` ~Complimentary
~Compound ~Shades

 Background Color: There are two background colors at work: a dark teal color (a
shade of the key color) that serves as a page “frame”, and a light “buttery yellow”
background color for main frame text was selected from the original color scheme so as
not to cause the eyestrain that a white background would. It also would serve to provide a
nice contrast for the body text color.
 Foreground/Body Text Color: The complimentary shade of “mahogany” brown
looked promising for text color, as did the split complimentary shades of burgundy and a
lighter “cinnamon” brown. The “mahogany” and “burgundy” would contrast nicely against
the “buttery yellow” main frame background as a text color for smaller headings, subtitles
and bulleted lists. The lighter “cinnamon” brown would be more readable as main titles on
the darker blue-green border background, and the “buttery yellow” also works as the text
color against the darker teal buttons. Black was also selected for the majority of smaller
text that makes up the bulk of paragraphs; it also provides a crisp contrast to the “buttery
yellow”.
 Link Color: Hyperlinks are designed in a blue-green shade as well. They will stand-out
against the “buttery yellow” background. (I don’t think at this time that I will have the
hyperlink change a different color once selected).
 Highlighting Color: The only “highlighting” will be the buttons in the sidebar or the
file folder tabs that change color to indicate current selection. The dark teal sidebar
buttons will show an outline in “buttery yellow” when they are selected (to help the users
keep track of where they are). In the lesson modules, the file folder tabs will also change
color to indicate current selection. Since the file folder itself will be the “buttery yellow”
background, the tab will be outlined in the dark teal.
Alternate Color Palette: My second choice provides some alternative options for formative
feedback. I selected these colors because they represent some of the tetrad tints, tones and
shades of my original blue-green key color selection, and I’m just simply drawn to the cool tones
as a personal preference.
Color RGB # Page/Use
246-190-71 F6BE47 Body text background; text on dk. sidebar buttons
217-154-19 D99A13 Text/titles on dk. background border
73-217-153 49D999 Not yet sure?
8-217-124 08D97C Sidebar buttons; dividing line
6-153-88 069958 Background border
93-24-13 5D180D Heading text on light background
0-0-0 000000 Page outline; picture outline
(I experimented with the alternate color schemes on Kuler as well… and I was influenced by
some of the schemes below…..)
~Analogous ~Monochromatic

~Triad ` ~Complimentary
~Compound ~Shades
Typography: I chose to use Tekton Pro, a decorative script font for the banner titles and
sidebar button text (see table below*). I also decided to use Bookman Old Style for the various
heading sizes. I think that the fun, bold script of Tekton Pro and the stylish serif structure of
Bookman Old Style both contrast nicely with the straightforward sans serif structure and simple
character shape of Verdana. I selected this for the main body text, as it was easiest in which to
read large amounts of text online. Even though all three fonts end up having similar weight and
structure, they each represent a different form (script, old style serif, and sans serif) and each
remains crisp and easy to read on its own, and all are consistent with a “science lab” topic – they
seem sleek, clean and clutter-free (without being too “science fiction-y”. The Tekton Pro font also
has a hand-written, informal feel which is common in a classroom setting (like writing on the
whiteboard) and is suitable for both the topic and prospective audience of elementary teachers.
*Although initial instructor feedback suggests sticking with a font that is readily available on most
computers, I am going to continue to proceed with Tekton Pro (which I will use jpeg pictures of to
compensate for the fact that Tekton Pro might not be available on the user’s computer) and I
think it displays well in any font size and will work well (as a jpeg) on all screens..

3. Formative Evaluation Questions
Questions I plan to ask students who “test” the Design Prototype:
-Overall interface design:
 Do you prefer the page layout in a landscape orientation (horizontal- as you see it
now), or would you prefer a portrait (vertical) orientation?
 What are your eyes drawn to (graphics/images, text, links, color)?
 Do you find the site visually appealing?
 Do you find the overall organization of the site clean and clutter-free?
-Color scheme preferences:
 Which “home page” color scheme do you prefer A or B?
 Do the color selections enhance or detract from the site?
 Do the text and background colors offer enough contrast?
-Feedback on typography:
 Is the text easy to read? Does the font enhance or detract from the legibility?
 Is there too much text? Or not enough?
 Is the text size adequate?
-Navigation design (user-friendly and easy to understand?):
 Does the navigation make sense?
 Is it easy to find things? Easy to find your way back?
 Are the navigation tools located where you would expect them to be?
-Different types of visuals, e.g., photos, graphics, stick-figures…which are most
useful or most helpful?):
 Do you find the photos appropriate for the content they represent?
 Do you find the images and graphics helpful as guiding icons and navigational tools?
 Do you find the stick-figure characters aesthetically appropriate for the site?
-Content:
 Does the site look interesting? Does it make you want to explore?
 Is the concept fun? Challenging enough?
-General:
 What’s missing?
 Comments? Questions? Concerns?

Potential Visuals:
*need to use Fireworks to create transparent backgrounds on each clip…

*need to scan more photos of lab tools and
equipment...
Formative Evaluation: Design
Prototype
1. Ann Younce: “Science Lab Success”
2. Summary of the EdWeb target audience: elementary teachers, K-4. Most are non-
science teachers (at minimum, teaching integrated science as one of the core subjects in a
self-contained primary/elementary classroom)… Most are novice technology users…

3. Description of your formative evaluation participants: 1 elementary teacher (actual
intended participant); 3 elementary teachers (local colleagues); 2 science teacher colleagues
(elementary & middle school)
4. Description of how you conducted your formative evaluation: I met with 3
participants in person and discussed their impressions while they reviewed the prototype; this
was important to me because I wanted to gather additional non-verbal feedback. I tried to
take into account anything I could glean from eye contact, facial expressions, hesitation in
voice, and listened as they “”thought out loud” and asked questions. I also sent emails with
the prototype attached to 3 participants (one being an actual intended future participant; the
other two supplemented information via a phone conversations as well).
5. Use the following table to summarize your formative evaluation data:
Question you asked Summary of the data
Changes you plan to
make to your EdWeb
based on this data
Interface Design:
 Do you prefer the page layout
in a landscape orientation
(horizontal- as you see it now),
or would you prefer a portrait
(vertical) orientation to scroll
through?
Interface Design:
 100% preferred the
horizontal, landscape
orientation (as it was designed).
2 commented that they dislike
having to scroll through long
pages.
Interface Design:
 None; I will leave the
orientation of the pages as is.
 Do you find the site visually
appealing?
 83% had positive comments;
like “crisp & clear”, “simple and
easy to read”…1 said that some
of the lab tool photos should
“pop” more
 I will look into finding a way to
make the lab tools stand out
more (perhaps outlining them in
black or making them a bit
larger)
 Do you find the overall
organization of the site clean
and clutter-free?
 100% said yes (1 also asked
about the compass logo at
bottom – if it led anywhere.)
 No changes; the compass
logo was my attempt to link this
EdWeb to the rest of my
resource website… I eventually
want to host more EdWeb
there. (Perhaps I should make it
smaller and less noticeable?)
Color Scheme:
 Which “home page” color
scheme do you prefer A or B?
(“A” was the original blue
“complimentary” scheme; “B”
was the alternate green
scheme)
Color Scheme:
 83% preferred the first color
option; (1 commented
additionally that she
remembered reading
somewhere that a light yellow
or buff color was a good color
background for dyslexic readers
as well). 1 person liked the
Color Scheme:
 Thankfully, I have to admit,
I’m glad the majority liked the
original blue & brown color
scheme, as that was my
favorite too! I will definitely not
change the color scheme and
keep the original blue/brown

 Do the text and background
colors offer enough contrast?
 100% agreed that the text
offered good contrast (1 added
that the text on the “next”
arrows might be darker – or the
arrows should be outlined)
 No changes will be made in
overall text color & contrast. I
will attempt to outline the “next”
and “Previous” arrows in black
first; the color will probably stay
the same as it matches the
sidebar tabs…
Typography:
 Is the text easy to read? Does
the font enhance or detract
from the legibility?
Typography:
 83% agreed that it was clear
and legible. 1 commented that
the headings and subheadings
in the main window seemed too
close in size for any contrast. 1
commented that the page titles
were large and easy to read.
Typography:
 I will look into the point size
difference between headings
and subheadings in the main
frame… and see how I can
offer a bit more contrast.
 Is there too much text? Or not
enough?
 100% said that what they saw
seemed “just right”; 1 wondered
if there would be enough room
on the “file folder” frames for
more text – or if there would be
“next” arrows and more “folder”
pages to accommodate.
 I will continue to adjust text
space on future “file folder”
frames… I also plan to use next
arrows for additional pages to
alleviate having to scroll to far
down a page.
Navigation design:
 Does the navigation design
make sense?
Navigation design:
 66% said yes; 16% said
noted that the “home” tab
should be highlighted while in
the “home” view; 1 also asked if
a new window opens up with
each lab tool icon; 16% asked if
it mattered where to start first.;
also if you click on the “file
folder” tabs or the side menu
buttons.
Navigation design:
 I will definitely highlight the
home tab when the home page
is accessed, just I did for the
other pages; and yes, I intend
for new windows to open with
each tool. I will have to go back
to the “home” & “how to” pages
to clarify directions for starting. I
will have to add directions on
clicking “file folder” tabs vs.
“next” arrows…
 Are the navigation tools
located where you would expect
them to be?
 100% said yes; 1 asked if all
the lessons were on the same
tab…
 No changes (except for those
mentioned above); the lesson
tab will initially bring the
participant to a main lesson
page that lists all lessons in
sequence. They then follow
each link to go thru the “file
folder” views of “intro, lesson,
practice, assess & reflect” for

Visuals:
 Do you find the images
appropriate for the content they
represent?
Visuals:
 100% said yes; 50%
questioned whether I should
use actual lab tool photos in
place of the clip art; 1 also
noted that some of the “bean”
figures appeared a bit fuzzy…
Visuals:
 I agree that I should try actual
photos; I have been having
“fuzziness” issues with
converting some of the images
I’ve found – I’ll need to
investigate further in Fireworks.
 On the “How To” page, do
you find the graphics helpful as
guiding icons and navigational
tools?
 66% said they do & that they
were nice visual reminders of
the expected task; 2 wanted to
see the successive pages to
read more about them- were
they just a reminder, or did they
link to something?
 I should find a way to be more
specific about their use
(probably a small new window
that opens for further
explanation); there are
successive pages that have
additional info as well
 Do you find the stick-figure
characters aesthetically
appropriate for the site?
 100% said yes; that the
characters were “light and fun”
 No changes
Content:
 Does the site look
interesting? Does it make you
want to explore?
Content:
 83% said it does; 1 wondered
how I would make science lab
tools engaging…
Content:
 I wished that I had provided
an example of one of the lab
tool investigations, but I still
think I can make them
interesting…
 Is the concept fun?
Challenging enough?
 66% said yes; 33% said yes,
but wondered what I would do
for those participants who were
already somewhat familiar with
these tools – were there any
levels of differentiation?
 I’ll have to re-think how to add
the challenge for those who
may already be somewhat
familiar…
General:
 What’s missing? Comments?
Questions? Concerns?
General:
 Not many comments here;
For the most part they were
excited and wanted to see more
page samples…
6. Reflections:
a. What is the most important thing you learned from this assignment?
I think one of the most important take-aways for me from this evaluation (and more
importantly from talking about it with other science teacher colleagues) was to remember
to keep the perspective of a novice science teacher at each stage of site development. I
tend to get carried away with all kinds of ideas that may tend to spiral too far away from

the purpose of “introductory” and “novice” lab instruction – I want to start slow and keep
them comfortable with science materials. I also want the site to be simple (clutter-free)
but not too “basic”…. Not overwhelming, but at the same time not too “childish” either. It’s
difficult because as elementary teachers, we’re used to using kid-friendly images and
age-appropriate design, and that often seeps in even when we design instruction for each
other.
b. What will you do differently, if anything, the next time you conduct a
formative evaluation?
I would probably like to design it more like a focus group. I really get more out of seeing
and speaking with those who are evaluating, to capture facial expressions, initial
reactions, and the like. Perhaps trying to incorporate a “video conference” type thing….
With those who aren’t in close proximity to me??
Also, incorporating more types of designed pages….and I think it will be much more
helpful to additionally have formative evaluation on the actual navigation of pages.
c. How are you feeling about your EdWeb? Describe any concerns or
problems you anticipate?
I feel that I still need to design some areas for those participants who already may have
the fundamental concepts and need more. The thought of differentiating instruction
makes perfect sense, I’m just not yet sure where or how I can accommodate advanced
layering.
Generally, I feel a bit better about having streamlined my goals earlier. I scaled it way
back to just deal with general lab management, and basic tools and their use. I intend to
eventually make this a part of my original resource website (which also needs changing
now that I’ve learned about design)…..and I can then add more EdWeb components that
deal with a variety of related issues – build add-on “classes”, etc.
Resources
 M. Tessmer, Planning and Conducting Formative Evaluations. (1993) Chapter 1:
Central Questions and Issues in Formative Evaluation (in eCollege DocSharing).
 Formative vs Summative Evaluation: A Comparison.
http://jan.ucc.nau.edu/edtech/etc667/proposal/evaluation/summative_vs._fo
rmative.htm
 Formative Evaluation: A Practical Guide
http://www.elearnmag.org/subpage.cfm?section=tutorials&article=25-1
 The section on unintended consequences is very good.
http://www.roundworldmedia.com/cvc/module10/notes10.html

EdWeb Content Inventory: "Effective Elementary Science Instruction"
ID Location Type Description
Unique identifier (can be a title, like
"Case Study 1" or a number, like
1.0.0.1)
Where does this content item
fit in your EdWeb? (For
example, is this part of the
introduction, topic 2, or the
summary?)
Category of this content.
(Is it text, image, video,
interaction, assessment,
etc.?)
Brief description of this content. (What is it about -or what
information /message does this content deliver?)
Home Home (Index page) text, image welcome, intro, getting started, what's new, etc.
Learning Online Learning Online text, image how-to instructions for new online learners, website navigation
Intro 1 Module 1 text, image (perhaps video or
audio)
intro to Lesson 1: Elements of Effective Science Lab Instruction
Lesson 1 Module 1 text, image, (perhaps video or
audio)
scientific method, process skills, lab reports, hands-on
collaboration (readings, identify, anchor samples, scenarios)
Practice 1 Module 1 exploration, interaction, text,
image
demonstrate process skills; lab write-up
Assess 1 Module 1 assessment, text, image TBD
Reflect & Apply 1 Module 1 interaction, text, image reflection, blog or logbook; "make & take" sample materials for
classroom use
**repeat previous 5 steps for each new
lesson module** (see below)
Modules 2-4 TBD TBD
Lab Lab interaction, text, image exploration; demonstration; experimentation
Community of Practice Community of Practice interaction, text, image discussion, blog, logbook, meeting room, bookmarking, wiki, fun
Glossary Glossary text, image (perhaps audio) terminology, academic vocabulary & background, schema
Toolbox/Resources Toolbox/Resources text, external links resources, hotlists (external links), strategies, tools, classroom
management, library/media center, student work product, tech
integration, etc.
Support/FAQs Support/FAQs text, image FAQs, tech support, contact info, etc.
Other Modules: Module 2 Inquiry-based Lesson Design
Module 3 Using a Lab Environment
Module 4 Building Quality Collections (Materials & Strategies)

Associated images, charts, visuals Existing content or new? Original File Name and
Type
Links Notes or comments
Dual coding and picture superiority
effect. (What visuals are you going
to use?)
If the content exists: (Where is it? Or,
who has it?) If this will be new
content: (Where will it come from?
Are you developing it or getting it
from someone?)
If existing and you have the
file, list the file name here.
Note if file is HTML, DOC,
PPT, XLS, PDF. JPG, GIF,
MOV, SWF (Flash), WMF,
FLV or some other format
External or internal
links to additional
content
Anything not covered in
the other columns
(editing needed,
additional research
needed, broken links,
redundancies, etc.)
relevant science images, symbols for
easy recognition (ex. magnifying glass,
hand, light bulb, timer, etc.)
to be developed TBD internal links to: all site
components; course
objectives,
easy recognition
to be developed TBD external links to:
tutorials,
easy recognition
to be developed; links to external
sources
TBD links to external
sources
easy recognition
sources
sources
easy recognition
sources
sources
easy recognition
to be developed TBD
TBD
easy recognition
to be developed TBD internal links to:
Community of Practice
TBD TBD TBD TBD
easy recognition
sources
sources
easy recognition
sources
sources
easy recognition
sources
sources
easy recognition
sources
sources
easy recognition
to be developed TBD

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