This presentation is a powerful blow-by-blow account of a school's web pages being revamped for the modern audience. It was presented at ACEC 2010 in Melbourne (April 2010).
A Site Redesign - shock therapy for school webmasters
1. A Site Redesign -
shock therapy for school
Webmasters
Jason Hando
Digital Learning Designer & Trainer
jason@utopiainternet.com
2. RATIONALE
• Schools ride on communication, relationship and organisation
• Websites represent how well
(or bad) schools meet needs
• Parents and students are
getting busier
• Technology advancement
jason@utopiainternet.com
7. TECHNOLOGY-CENTRED
• “Video is designed to revolutionize our educational system
and in a few years it will supplant largely, if not entirely, the use
of textbooks.”
jason@utopiainternet.com
8. TECHNOLOGY-CENTRED
• “Video is designed to revolutionize our educational system
and in a few years it will supplant largely, if not entirely, the use
of textbooks.”
• “Itis possible to teach every branch of human knowledge with
video.”
jason@utopiainternet.com
9. TECHNOLOGY-CENTRED
• “Video is designed to revolutionize our educational system
and in a few years it will supplant largely, if not entirely, the use
of textbooks.”
• “Itis possible to teach every branch of human knowledge with
video.”
➡ Thomas Edison 1922
jason@utopiainternet.com
10. MAYER EVALUATES...
• “I attribute the disappointing results of various technology’s
attempt to tap the potential of visual and worldwide learning
to the technology-centred approach taken by the promoters.
Instead of adapting technology to fit the needs of human
learners, humans were forced to adapt to the demands of
cutting-edge technologies.” Richard E. Mayer.
• Focus has unfortunately been on access rather than on helping
people (plan, learn, communicate) through the aid of
technology
jason@utopiainternet.com
12. SDEHS HISTORY OF WEB
• 2005Public Page with some curriculum for students. No
passwords.
jason@utopiainternet.com
13. SDEHS HISTORY OF WEB
• 2005Public Page with some curriculum for students. No
passwords.
• 2006 Introduce Moodle. Logins. Three columns.
jason@utopiainternet.com
14. SDEHS HISTORY OF WEB
• 2005Public Page with some curriculum for students. No
passwords.
• 2006 Introduce Moodle. Logins. Three columns.
• 2008 Introduce Joomla for web and intranet.
jason@utopiainternet.com
15. SDEHS HISTORY OF WEB
• 2005Public Page with some curriculum for students. No
passwords.
• 2006 Introduce Moodle. Logins. Three columns.
• 2008 Introduce Joomla for web and intranet.
• 2009 Redesign Moodle to match Joomla. Two columns. Plugins.
jason@utopiainternet.com
28. PERSONAS
• Jane Murdoch, • Background: Husband died
47, single, of sudden heart attack when
3 sons (5,7,10) youngest was just 3. Forced
to work and accept any
• Profession: Full-time Book overtime to make ends
Keeper meet.
• Quote: “My life feels hectic • Goals: I’dlike to organise my
from when I wake until late calendar for the family
at night.” better. Juggling everyone’s
events each week is getting
harder.
29. SCENARIOS
High level: Jane will notice upcoming events
from the school’s homepage and will click to see
more. She will organise her own calendar for the
family based on events for each child that she finds
in the school calendar.
Detailed: After putting the kids to bed Jane sits
down to organise the rest of the term. Jane looks
over the school homepage and sees the “What’s
On” section. She clicks hoping she will see some
tools to organise different events for each class.
31. WAYFINDING
• Where am I? Am I in the • Where have I been?
right place?
• What do I do now?
• Do they have what I am
looking for? • How do I keep this/buy this/
save this?
• Do they have anything
better?
35. ELEARNING METAPHORS
Goal of
Metaphor Definition Content Learner Teacher
Multimedia
Strengthening Passive recipient Dispenser of Enable drill and
Response
strengthening
or weakening Associations of rewards and rewards and practice; act as a
an association punishments punishments reinforcer
Passive Deliver
Adding
Information Information information; act
acquisition
information to Information information as a delivery
memory provider
receiver vehicle
Building a Provide
Knowledge coherent Active sense- Cognitive cognitive
construction Knowledge guidance; act as
mental maker guide a helpful
structure communicator
jason@utopiainternet.com
36. ELEARNING METAPHORS
Goal of
Metaphor Definition Content Learner Teacher
Multimedia
Strengthening Passive recipient Dispenser of Enable drill and
Response
strengthening
or weakening Associations of rewards and rewards and practice; act as a
an association punishments punishments reinforcer
Passive Deliver
Adding
Information Information information; act
acquisition
information to Information information as a delivery
memory provider
receiver vehicle
Building a Provide
Knowledge coherent Active sense- Cognitive cognitive
construction Knowledge guidance; act as
mental maker guide a helpful
structure communicator
jason@utopiainternet.com
37. ELEARNING METAPHORS
Goal of
Metaphor Definition Content Learner Teacher
Multimedia
Strengthening Passive recipient Dispenser of Enable drill and
Response
strengthening
or weakening Associations of rewards and rewards and practice; act as a
an association punishments punishments reinforcer
Passive Deliver
Adding
Information Information information; act
acquisition
information to Information information as a delivery
memory provider
receiver vehicle
Building a Provide
Knowledge coherent Active sense- Cognitive cognitive
construction Knowledge guidance; act as
mental maker guide a helpful
structure communicator
jason@utopiainternet.com
38. ELEARNING METAPHORS
Goal of
Metaphor Definition Content Learner Teacher
Multimedia
Strengthening Passive recipient Dispenser of Enable drill and
Response
strengthening
or weakening Associations of rewards and rewards and practice; act as a
an association punishments punishments reinforcer
Passive Deliver
Adding
Information Information information; act
acquisition
information to Information information as a delivery
memory provider
receiver vehicle
Building a Provide
Knowledge coherent Active sense- Cognitive cognitive
construction Knowledge guidance; act as
mental maker guide a helpful
structure communicator
jason@utopiainternet.com
39. LEARNER ACTIVITY
• Behavioural activity (being hands-on) does not guarantee
cognitive activity (cognitive processing) which is the cause of
meaningful learning.
• Well designed multimedia instructional messages promote
active cognitive processing in learners even when they seem
to be behaviourally inactive.
jason@utopiainternet.com
40. HOW LIGHTENING STORMS
DEVELOP
Lightening can be defined as the discharge of electricity
resulting from the difference in electrical charges between the
cloud and the ground. When the surface of the earth is warm,
moist air near the earth’s surface becomes heated and rises
rapidly, producing an updraft. As the air in these updrafts
cools, water vapor condenses into water droplets and forms
cloud..... Within the cloud, the moving air causes electrical
charges to build, although scientists do not fully understand
how it occurs.
jason@utopiainternet.com
41. HOW LIGHTENING STORMS
DEVELOP Downdrafts
Positively charged
particles
Ice Crystals Freezing Level Hailstones Freezing Level + + +
Water Droplets Raindrops - - -
-
Negatively
Updrafts Updrafts charged particles
+
+
Warm Moist Air Wind Gusts +
1. Warm moist air rises, water 2. Raindrops and ice crystals 3. Negatively charged particles
vapor condenses and forms a drag air downward fall to the bottom of the cloud
cloud
+ + + + + +
- - - - - -
- -
Stepped Return stroke
Branches leader
+ +
+ +
Upward-moving
leader + +
4. Two leaders meet, negatively 5. Positively charged particles
charged particles rush from the from the ground rush upward
cloud to the ground along the same path jason@utopiainternet.com
42. HOW LIGHTENING STORMS
DEVELOP
Video of How Lightening Works
jason@utopiainternet.com
43. HOW LIGHTENING STORMS
DEVELOP
1. Warm moist air rises, water Downdrafts
Positively charged
vapor condenses and forms a particles
cloud Ice Crystals Freezing Level Hailstones Freezing Level + + +
Water Droplets Raindrops - - -
2. Raindrops and ice crystals
-
drag air downward
Negatively
3. Negatively charged particles Updrafts Updrafts charged particles
fall to the bottom of the cloud +
+
4. Two leaders meet, negatively Warm Moist Air Wind Gusts +
charged particles rush from the
cloud to the ground
5. Positively charged particles + + + + + +
from the ground rush upward
along the same path - - - - - -
- -
Stepped Return stroke
Branches leader
+ +
+ +
Upward-moving
leader + +
jason@utopiainternet.com
44. HOW LIGHTENING STORMS
DEVELOP Downdrafts
Positively charged
particles
Ice Crystals Freezing Level Hailstones Freezing Level + + +
Water Droplets Raindrops - - -
-
Negatively
Updrafts Updrafts charged particles
+
+
Warm Moist Air Wind Gusts +
1. Warm moist air rises, water 2. Raindrops and ice crystals 3. Negatively charged particles
vapor condenses and forms a drag air downward fall to the bottom of the cloud
cloud
+ + + + + +
- - - - - -
- -
Stepped Return stroke
Branches leader
+ +
+ +
Upward-moving
leader + +
4. Two leaders meet, negatively 5. Positively charged particles
charged particles rush from the from the ground rush upward
cloud to the ground along the same path jason@utopiainternet.com
45. HOW LIGHTENING STORMS
DEVELOP Downdrafts
Positively charged
particles
Ice Crystals Freezing Level Hailstones Freezing Level + + +
Water Droplets Raindrops - - -
-
Negatively
Updrafts Updrafts charged particles
+
+
Warm Moist Air Wind Gusts +
3. Negatively charged
1. Warm moist air rises, water 2. Raindrops and ice crystals
particles fall to the bottom of
vapor condenses and forms a drag air downward
the cloud
cloud
+ + + + + +
- - - - - -
- -
Stepped Return stroke
Branches leader
+ +
+ +
Upward-moving
leader + +
4. Two leaders meet, negatively 5. Positively charged particles
charged particles rush from from the ground rush
the cloud to the ground upward along the same path jason@utopiainternet.com
46. HOW LIGHTENING STORMS
DEVELOP Downdrafts
Positively charged
particles
Ice Crystals Freezing Level Hailstones Freezing Level + + +
Water Droplets Raindrops - - -
-
Negatively
Updrafts Updrafts charged particles
+
+
Warm Moist Air Wind Gusts +
3. Negatively charged
1. Warm moist air rises, water 2. Raindrops and ice crystals
particles fall to the bottom of
vapor condenses and forms a drag air downward
the cloud
cloud
+ + + + + +
- - - - - -
- -
Stepped Return stroke
Branches leader
+ +
+ +
Upward-moving
leader + +
4. Two leaders meet, negatively 5. Positively charged particles
charged particles rush from from the ground rush
the cloud to the ground upward along the same path jason@utopiainternet.com
47. SEPARATED VS INTEGRATED
Ice Crystals Freezing Level Ice Crystals Freezing Level
Water Droplets Water Droplets
1. Warm moist air rises,
water vapor condenses
and forms a cloud
Updrafts Updrafts
Warm Moist Air
Warm Moist Air
1. Warm moist air rises, water
vapor condenses and forms a
cloud
Seperated Integrated
jason@utopiainternet.com