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Chapter 8 – Concurrent Design: Putting Design Plans into Development Action
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Table of ContentsMessage Design ............................................................................................................................................ 2
Interface ........................................................................................................................................................ 3
Flowchart of WBI Beginning Spanish 1a ....................................................................................................... 5
Storyboard for Beginning Spanish 1a ........................................................................................................... 6
Streamlined Storyboard ............................................................................................................................ 6
Detailed Storyboard Sample ................................................................................................................... 10
Technical Concerns ..................................................................................................................................... 12
Questions ................................................................................................................................................ 12
Technical Solution Summary ................................................................................................................... 12
Formative Evaluation Review ..................................................................................................................... 13
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Page 253 – Activity #1
1. Consider how you will apply message and visual design principles in your WBI project. What
specific principles will you use? Use tables 8.1 and 8.2 and the GardenScapes example as your
guides. Add this information to your Design Document. Click here to download the chart for
completion.
Message Design
Message and Visual Design for WBI Beginning Spanish 1a
FEATURE/PRINCIPLE APPLICATION IDEAS FOR LESSONS
1. Text Elements Written clearly and concisely.
Succinct directions for how to use WBI, LMS, and how to progress
through practice exercises, and assessments. Scrolling will be as minimal as possible.
White space used effectively so page will not appear crowded,
difficult to read, or complex.
2. Graphical
Elements:
Buttons, icons,
tables, charts
Buttons located consistently on Web page.
Icons are relevant to content or function.
Tables and charts used to organize information.
Include return link to WBI.
3. Media: photos,
video, audio,graphics, and
illustrations
Media is relevant to content.
No blinking text will be used.
Graphics size will be consistent with intended purpose and Web
page size.
4. Simplicity Web page will be easy to read.
Web page text will read like a book, left to right, top to bottom.
Avoid overcrowding
General text colors will be limited to three: black, dark gray, and
brown
Longer pages will use links and buttons to move to differentsections.
5. Balance Pages will vary in symmetry, but still remain consistent.
Text and figures will be used to organize information on the page.
6. Emphasis Important information and due dates will be bold and written in the
same contrasting color (dark orange).
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Infinite verbs will be all upper case letters.
Spanish words within English text will be italicized.
Headings of sections will be bold type.
7. Harmony (or
Unity)
Consistent theme and color scheme will be used.
The same icons will be used throughout the Web site to identifyrelated content.
Page 256 – Activity #2
1. Consider whether it is appropriate to use a metaphor or an analogy for your WBI. If so, briefly
describe the metaphor or analogy. Make an initial sketch of your interface. What colors will
you use? Where will you locate the buttons on the Web page? Are you being consistent with
colors, fonts, styles, placement of links, icons, and so on? Is your design aesthetically
appealing?
Interface
The interface for the WBI Beginning Spanish 1a will rely on a metaphor that relates to
building a house: foundation, walls, windows (and doors), (living) space, and decoration. The
chosen graphics and icons will relate to this theme and will be used on all Web pages
throughout the course. Text, graphics, and media will be used to present content and
information. Blinking text will not be used and scrolling will be kept to a minimum. Pages will
have sufficient white space so as not to appear cluttered or difficult to read.
Pages will employ the same four colors: black, white, and brown with important
information emphasized in dark orange. Colors will be applied consistently throughout the WBI
site. Colored building icons will be used, for example a hammer will imply vocabulary building, a
ruler will imply assessment items, etc. Unit links will be located in a navigation bar across the
top of the page, while unit content and information buttons will be located on the left side of
the screen in a menu format. Content, assignments, directions, and information will be to the
right of the menu and below the units navigation bar. A sample proposed interface follows:
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HomeGeneral
InformationUnit 1 Unit 2 Unit 3 Unit 4 Unit 5
Introduction
Vocabulary
Grammar
Assignments
Assessment
(Sample icons found at http://office.microsoft.com/en-us/images/?CTT=6&ver=14&app=winword.exe)
Page 259 – Activity #3
1. Create a flowchart for your WBI project. (If you are using an LMS, make the flowchart fit its
structure.) Present how the learner will move through the units of instruction (or lessons) and
show the types of decisions that they are allowed to make. What types of Web pages will you
Content presentation, Activities, Directions, etc.
will display here when icon is opened.Instructor email
and contact
information
Additional links
of interest.
Links relevant
to Unit/Paso
Back/Forward
Unit number, title, sub-title, and Paso Unit
theme
icon
U n i t / P a s o
n a v i g a t i o n
b u t t o n s
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need to create? Review Appendix B and identify the design type your flowchart depicts. Add
the flowchart and accompanying description to your Design Document.
Flowchart of WBI Beginning Spanish 1a
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Page 264 – Activity #4
1. Create storyboards for your WBI project, selecting the type(s) that will be most useful to you.
In most cases, you will need to use a combination of detailed and streamlined storyboards.
Create text, identify graphics, and specify navigational points. Align instructional material to
the clusters of objectives that you have already defined. For informational messages (e.g., titlepages, directions, etc.), use a streamlined storyboard and list the title of the page and create
the text that the learners will see. Add the storyboards to your Design Document.
Storyboard for Beginning Spanish 1a
Streamlined Storyboard
Title of Page Text Summary Navigation /Sites Other/Comments
Title Page Welcome
Course Overview
Course Goal
Instructor introduction
Course Home link
Unit Home links
Syllabus link
Help link
FAQ link
LMS link
Participant information
link
Announcements from
the instructor link
¡Reunimos! (Community
news and socializing)
Course theme visual
Instructor email, and
other contact
information
Navigation/
Directions
WordPress blog set up
instructions
GoogleDrive setup
instructions
Audacity setup
instructions
LMS setup instructions
Assignment submission
expectations
Course Home link
Spanish Keyboard
Transformation link
WordPress Blog Login
link
Shared GoogleDrive link
Audacity link
LMS link
Course theme visual
Instructor email, and
other contact
information
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Netiquette information
and expectations
Participation
expectations
Netiquette link
Syllabus (Currently being
developed)
Course Home link Course theme visual
Instructor email, and
other contact
information
Each unit page
will have the
following pages
Course Home link
Unit Home link
Forward buttons
Back Button
Unit theme visual
Unit title
Instructor email, and
other contact
information
Other useful sites links
related to unit.
Unit
Introduction
Introduction
Unit overview
Unit objectives
Vocabulary Themes (A &
B)
Course/Unit Home links
Forward/Back buttons
Slide-show link
Video link
Paso A & B navigation
icons with captions
Unit theme visual
Unit title
Instructor email, and
other contact
information
Paso A
Instructions
Paso information
Progression of activities
Assignments and due
dates
¡OJO! (Look close/pay
attention!) comments
Course/Unit/Paso Home
links
Forward/Back buttons
Paso activity navigation
icons with captions
Paso practice
assignment answer links
Unit theme visual
Unit title and Paso
Instructor email, and
other contact
information
Vocabulary A Vocabulary themes (3)
Instructions
Practice assignments
due dates
Course/Unit Home links
Forward/Back buttons
3 audio/visual
vocabulary presentation
links
Unit theme visual
Unit title
Instructor email, and
other contact
information
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Practice assignment links
Grammar A Essential Question
Paso A Objectives
InstructionsPractice assignments
due dates
Course/Unit Home links
Forward/Back buttons
3 Grammar lesson linksPractice assignment links
Unit theme visual
Unit title
Instructor email, andother contact
information
Assessment A Quiz directions and
information
Course/Unit Home links
Formative Quiz link
Unit theme visual
Unit title
Instructor email, and
other contact
information
Long-termproject
Directions for thisportion of the project
Submission directions
and due date
Course/Unit Home links
Overview of project link
Sample project link
Submission link
Unit theme visual
Unit title
Instructor email, and
other contact
information
Sample project link
Paso B
Instructions
Paso information
Progression of activities
Assignments and due
dates
¡OJO! (Look close/pay
attention!) comments
Course/Unit/Paso Home
links
Forward/Back buttons
Paso activity navigation
icons with captions
Paso practice
assignments answer
links
Unit theme visual
Unit title and Paso
Instructor email, and
other contact
information
Vocabulary B Vocabulary themes (3)
Instructions
Practice assignments
due dates
Course/Unit Home links
Forward/Back buttons
3 audio/visual
vocabulary presentation
links
Practice assignment links
Unit theme visual
Unit title
Instructor email, and
other contact
information
Grammar B Essential Question Course/Unit Home links Unit theme visual
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Paso A Objectives
Instructions
Practice assignments
due dates
Forward/Back buttons
3 Grammar lesson links
Practice assignment links
Unit title
Instructor email, and
other contact
information
Assessment B Quiz directions and
information
Course/Unit Home links
Formative Quiz link
Unit theme visual
Unit title
Instructor email, and
other contact
information
Paso C
(Chapter 4 only)
(Will follow the same
structure as Pasos A & B)
Unit Wrap-Upactivities (see
below)
Review of unit objectives Course/Unit Home linksForward/Back buttons
Wrap-Up activity links
Unit theme visualUnit title
Instructor email, and
other contact
information
Listening
assignment
Listening instructions
Listening assignment
and due date
Course/Unit Home links
Listening audio/visual
link
Submission link
Unit theme visual
Unit title
Instructor email, and
other contactinformation
E-pal
assignment
E-pal assignment
instructions
E-pal assignment and
due date
Course/Unit Home links
Submission link
Unit theme visual
Unit title
Instructor email, and
other contact
information
Oral
presentation
Presentation
instructions
Presentation assignment
and due date
Course/Unit Home links
Submission link
Unit theme visual
Unit title
Instructor email, and
other contact
information
On-Campus Description of on- Course/Unit Home links Unit theme visual
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Activities campus discussion
Activity preparation cues
Instructor email, and
other contact
information
Questions or expected
activities of on-campus
visit
Unit Final
Evaluation
Evaluation directions
Evaluation due date
Course/Unit Home links
Evaluation link
Unit theme visual
Unit title
Instructor email, and
other contact
information
Course Wrap-Up
activities
Review course
objectives
Course survey link Course theme visual
Instructor email, andother contact
information
Travel abroad links
Continuing course link
Final Course
Assessment
Final Test information
and Directions
Course/Unit Home links
Course Final Test link
Course theme visual
Instructor email, and
other contact
information
Detailed Storyboard Sample
Screen Instruction:Text: Century Gothic
Text Color: Black ¡OJO! Color: Dark Orange
Message Block: Black Back/Next/Link icons: Brown
New information: Dark grayLink color: Default Background: Light gray
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HomeGeneral
InformationUnit 1 Unit 2 Unit 3 Unit 4 Unit 5
Instrucción
Vocabulario
Gramática
Tareas
Evaluación
Unit 1: Laying the Foundations – The Building Blocks of Spanish
Paso 1
Introducción (Introduction)
Have your ever thought about what it takes
to build a house? Learning Spanish is very
similar. You must have a solid foundation. A
solid foundation ensures that a house will notcollapse, and so a solid foundation of basic
Spanish vocabulary, grammar, and culture
helps you not fall apart when presented with
a situation that requires you to speak in
Spanish.
In this lesson you will begin to build your
“Spanish” foundation by beginning to read,
write, and communicate in Spanish. You will
also hear how Spanish influences the worldaround you, increases your opportunities,
meets the growing need for bilingual
speakers, and how it can help you better
understand English. And finally, you will begin
to explore the Spanish speaking world.
(Insert slide-show 1.a)
(Insert video 1.a)
Mrs. Shannon
Foster
Keyboard
Transformation
Digital Dialects
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Page 270 – Activity #5
1. Identify technical and other website concerns for your project. Specify questions that need to
be answered by the technical support staff. Identify potential solutions to these issues. Use
the following chart to help organize the relevant issues.
Technical Concerns
Questions
Questions About the Server Questions Related to Website Support
How do I access to the development server?
Is the production server different than the
development server?
How do learners access the server?
What will my URL be?
How can the LMS be used?
Are there other policies that I need to know?
When is the site backed up?
Are there server access hours?
Who will provide help when problems arise?
Technical Solution Summary
General Technical Issues WBI development and production are on the same server.
Access is available from any home computer with dial-up, T-1, or DSL.
Learners have access to the school’s computer lab during school hours and weekends from 10:00 am to
2:00 pm MST.
There are some visuals and video, but most are small enough to download efficiently with any of the
above access.
Access to systems is available from 1:00 am until 12:00 am MST. The sight is backed up every evening
from 12:00 am until 1:00 am MST.
Server Capabilities The Technology Co-Op that Westside Junior and Senior High School is associated with will be responsible
for technology support.
Learners will be entered in by the Business Manager or School Counselor when all required learner WBI
registration forms are completed.
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Cross-Browser Functionality Two primary browsers will be used to access instruction: Firefox and Google Chrome. A minimum
version will be established.
ADA Requirements
Because of the nature of a second language course, ADA requirements will be met on astudent’s need
to access basis based on an official IEP.
Copyright Issues
Copyright materials will have authorized documentation with express permission for use on file for use
of materials.
Materials created by the instructor will maintain copyright ownership.
Use of Editors
The developer/instructor will use an editor to develop the WBI.
Page 271 – Activity #6
Review your plans for formative evaluation. As you go through your WBI development activities, put
the last phase(s) of your formative evaluation plan into action and make modifications to the WBI as
needed.
Formative Evaluation Review
The initial field trial will commence following the development of the WBI course. Feedback from the
subject matter expert, instructional design expert and end-users will be taken into consideration and the
course will be adjusted to the best of the designer’s abilities.