Teacher's Page

Intro:

This lesson was developed during our graduate studies at Ramapo College of New Jersey as part of Linking the Brain, Mind and Teaching course.

Goals:

  • Students will have a better understanding of web development in general.
  • Students will understand the web design beyond the textbook.
  • Students will learn about design, graphics, and development tools.
  • Through hands-on experience student will take the different applications introduced in class to build a complete website from writing to graphics design and uploading to the server.
  • We have tried to provide resources for software applications that are free and work on both Windows and Macintosh OS. Some applications are Web-based, so there is no downloading or installation of software required.

NJ Technology content standards for Technological Literacy

Image: The Great Seal of the State of New Jersey

Standard 8.1 (Computer and information literacy) All students will use computer applications to gather and organize information and to solve problems.

  • Basic Computer Skills and Tools
    • Develop a document or file for inclusion into a Web site or Web page.
    • Discuss and/or demonstrate the capability of emerging technologies and software in the creation of documents or files.
  • Application of Productivity Tools

    Problem Solving and Decision Making
    • Create and manipulate information, independently and/or collaboratively, to solve problems and design and develop products.

State of New Jersey Department of Education Technological Curriculum Literacy Standards

Multiple Intelligences (Gardner):

Image: Mutiple Inteligences

Linguistic/Verbal:

  • Understanding the meaning of the assignment and being able to analyze it so it can be retained.
  • Writing notes and text, group work interaction.
  • Creating the Web site assignment and presenting it to the audience.

Mathematical/logical:

  • Step-by-step “how to” computer instructions and tutorials.
  • Critical thinking, outlining and organizing the Web site structure and materials, i.e. how to develop the Web page.
  • Problem solving to resolve broken links and missing images, within the Web site structure.

Bodily/kinesthetic:

  • Hands-on use of the computer mouse and keyboard.
  • Student will work in computer lab using different applications.

Musical:

  • Students can use iPod/MP3 players during independent role work.
  • Theme of the Web site project is music/band.

Spatial/visual:

  • Visuals and graphics used in Web site and hands-on computer.
  • Design and placement of text and images on the Web pages.
  • Graphics created for the Web site.
  • Labeling of files (html files, image files and folders).

Interpersonal:

  • Small group activity - students will work in groups, share their resources and combine their expertise with each other.
  • Students must work together to win the competition.
  • Team work  - create the whole Web site using the combined elements.
  • Presentation of the Web site to teacher and classmates.

Intrapersonal:

  • Each team has individual roles where students contribute individually to the project, throughout the project.
  • The individual roles of Web writer/editor, photos, e.g. C-Robert insert from his page emphasize intrapersonal by providing opportunity to express themselves and bring technical and individualized expertise to the group.
  • Independent problem solving and use of free time for fulfilling individual role builds self-esteem.

Existential:

  • Students like the ability to apply meaning, developed through their progression of independent role work, personal and small group work, and to display this through their Web site project.

Learning Styles (Gregorc)

Image: Learning Styles

Concrete Random:  

  • Likes to explore and experiment with the Web site tools and resources.
  • Works with guidelines for Web site development, but likes the unrestricted nature of Web site that enables them to have freedom in how they create and set it up.

Concrete Sequential:

  • Create an assignment for the students and ask them to use the tools that they have already learned.
  • Likes note taking, step-by-step instruction, and hands-on computer work.
  • Likes rubrics for clear grading structure and point system.

Abstract Sequential:

  • Likes to learn through lecture, as well as WebQuest
  • Likes reading resources on the WebQuest Web site, such as links to other resources, tutorials, and user guides.
  • Likes to analyze and organize their Web site.
  • Students are experts in a specific area/role.
  • Good at troubleshooting the Web site and and making it all work.

Abstract Random:

  • Likes to listen to others during teamwork/group work, peer learning
  • Likes to share solution.
  • Imaginative, like to come up with ideas on what they can do with their Web site, because it is flexible.
  • Likes to focus on the issue, so likes to get right into the hands-on activities.

Bloom’s Taxonomy

KNOWLEDGE:

Explain what you have used to create your final design.

COMPREHENSION:

Take separate elements and apply them to create an entire Web site.

APPLICATION:

Hands-on usage of new applications and executing the entire Web site by uploading to the Web by using FTP.

ANALYSIS:

Breaking up the information, material that was received and understand the structure of it.

SYNTHESIS:

Ability to take all knowledge by working in groups and apply it to the newly produced Web site.

EVALUATION:

Judge the value of the material based on the rubrics, standards.

Sense and Meaning

Image: Sence and Meaning Logo
  • Theme or hook of the WebQuest is to create a Web site for a famous band. This has a lot of sense and meaning for high school students because music is important in their lives. Also, Web development is of interest because the Web sites are a common learning tool of the millennial student.
  • Web sites are more exciting than traditional projects
  • Visuals, graphics, and creative potential of the Web
  • Ask the students to practice what they have learned.
  • Voluntarily share and show what each team of students have done to set up their Web site
  • Deeper learning experienced through collecting independent materials, reflecting on Web site and assessing their Web site development as a team.
  • Personalization allows individuality and creativity.
  • Develop Web site for other uses in the future, e.g. personal use, or future job.
  • Methods used in teaching help students achieve sense and meaning.

Average retention rate after 24 hrs and how it applies to WebQuest:

  • Lecture 5%  (teacher during instructional/introductory phase)
  • Reading 10% (WebQuest, Web resources, user guides)
  • Audiovisual 20% (graphics, photographs, Web pages, color, fonts, backgrounds)
  • Demonstration 30% (in class “how to” Web demonstrations)
  • Discussion group 50% (team work)
  •  Practice by doing 75% (Hands-on computer practice by students. Statistics shows that practicing the learned material right away is 75% effective.)
  • Teach others immediate use of learning 90% (teamwork incorporates skills learned in class into the Web site they develop to win the competition)

Information Processing Model:

Senses:

  • Sight/Visual –  Format of WebQuest is visually appealing to the students.
  • Touch – hands-on use of computer to navigate the WebQuest, as well as to develop their Web site project
  • Hearing – verbal interaction during teamwork

Sensory Register:

  • Students will be motivated to navigate the WebQuest and create a Web site, since the Web is a common tool used by the millennial student.

Immediate Memory:

  • Students will have to work cooperatively in groups and make team decisions on how their Web site will progress and develop.
  • Some ideas will be dropped and others will be kept.
  • Some Web skills will be used and therefore kept into working memory.

Working Memory:

  • Important ideas and decisions for the Web site will be discussed and made and some kept for long-term memory.
  • Web design skills learned in class will be brought to the table for implementation in developing their group Web site.

Long-term Storage:

  • Hands-on activities of creating a Web site will make the success of learning Web design skills more meaningful.
  • Creating a Web site for a band will add sense and meaning to the theme of the Web site.

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