Redesign Before/After/Modification Comparisons
My lesson/module consists of a website, series of video/slideshows, handouts, audio files, and games/activities that teach parents in Colleton County the parenting skill of motivating children. Prior to the redesign, this lesson did not contain a video/slideshow, audio files, or interactive games/activities. All modifications are on each page of the redesign unless specifically noted below.
View Pre-Redesign Site - View Redesigned Site - Back to Analysis/Design Page
View Pre-Redesign Site - View Redesigned Site - Back to Analysis/Design Page
Pre-Redesign Slideshow
|
Post-Redesign Slideshow
|
MODIFICATION:
Modification #1: UDL and Graphic/Visual design principles
Modification #2: UDL and Graphic/Visual design principles Modification #3: UDL and Graphic/Visual design principles Modification #4: UDL and Graphic/Visual design principles Modification #5: UDL and Graphic/Visual design principles Modification #6: Science of Learning Contiguity and Dual Code Multimedia Effects Modification #7: Science of Learning Contiguity Modification #8: Constructivist Scaffolded Instruction Modification #9: Cognitive Load Theory/ Cognitive Design Modification #10: Cognitive Load Theory/ Cognitive Design Modification #11: Science of Learning/Instruction – Multiple examples Modification #12: Worked/Solved examples Modification #13: Cognitive Theory of Multimedia Learning Modification #14: Constructivist Theory Modification #15: Adult Learning Theory Modification #16: Motivation Theory and Gagne’s Principle of Informing Learners of Objective Modification #17: Online Collaborative Learning Modification #18: Online Collaborative Learning Modification #19: Games Modification #20: Games, Simulations, Apps Modification #21: OCW Modification #22: Social Media Modification #23: I-pad/E-pad Modification #24: Behaviorism Modification #25: Animation |
DESCRIPTION:
1. Background color is white, text black, blue and dark grey. Ensures readability for people with color blindness, increases contrast for people with poor vision, reduces color ink costs for printing. Original web-version of lesson was not designed to coordinate with existing CCSD Title I Website; the redesign reflects a continuity of design in color and layout.
2. Arial-type non-serif font used for screen viewing; Times New Roman font used for printed handout. – Standard web design concession for screen viewing or hard-copy viewing and both fonts are very common and likely to be available on any computer or operating system used in North America. 3. The slide titles are increased to 32pt font or above and the slide content text is 28 pt font or above using Calibri san-serif font that is optimal for screen viewing. There is no slide show or video in original lesson. 4. The video is consistent with slides and printed material and is designed to be aesthetically pleasing, reflect the organizational color scheme, and show continuity of design. There is no slideshow or video in original module/lesson/ 5. Unlike original version, this module includes a video with the complete text read aloud for those unable to read the text, which broadens the accessibility of the module. The font size of the page is increased vs. the original module. 6. Video/slideshow allows for dual code effects. The parent/student can listen to the show while reading the complete text on the page or highlighted concepts available in the video/slideshow. 7. The site layout/design and the module layout/design provide contiguity between the content text, audio, and images – items on the same topic or objective are presented together. 8. Language and definitions are adjusted to meet those typical of elementary/middle level instruction. Complex words or ideas are used in context, or illustrated, or definitions and examples are available. 9. In order to manage cognitive load, I further reduced and re-organized the content of the lesson to reflect the main concepts inherent in the explicit learning objective. Because the learner can focus on one major concept with discrete steps building understanding, the information is easier to process. 10. In order to manage cognitive load, I separated the shortened lesson into three parts and present connections among the parts in a sequence to build understanding by facilitating schema acquisition. 11. Each concept discussed includes multiple examples in the text or in the activities. 12. Each activity provides feedback and the drag and drop activities show the correct answers and allow the student to retry to improve performance. The student/parent can review the correct answer and reason/infer/analyze in order to improve understanding and performance. 13. The illustrations, text, activities, slideshow/video and design features work together to enhance understanding the concept. The activities and slideshow were designed/included specifically for the re-design of the module. 14. The redesign builds on prior knowledge by breaking the content into three sections that build on one another and using activities that allow the student to demonstrate knowledge and its application in present instruction. 15. This instruction is designed specifically for adult learners. The topic is geared towards adults who have a personal or social motivation (intrinsic or goal oriented according to Motivation Theory and Adult Learning Theory. The student/parent controls the pace of learning and the overall experience. 16. The objectives for the lesson are explicitly stated in the video/slideshow and the printable of the module. The objectives are the framework of the layout/design of the module. Indicators/objectives are included in the activities. 17. Students/Parents can communicate with one another and the website designer/instructor via the site forum. 18. Students can comment, share, like, or tweet the video/slideshows that are all public and available on YouTube allowing them to interact with friends and other “classmates”. 19. In parts one and two as a part of the primary instruction/assessment of instruction the student/parent plays a drag and drop /scatter matching game and a sorting game that allows for a demonstration of knowledge and comparing/contrasting concepts. 20. In part three of the redesign the student can customize his/her learning experience by completing games/simulations or using applications that enhance academic skills and provide an opportunity to apply concepts learned in the redesigned module/lesson. 21. This module represents the beginning of online open coursework made available to our parent community by our school district. The site http://parents.ccsdtitle1.org is a new sub-domain on the website, created as an online “Parent University”-like program and will eventually link to courses available from a variety of institutions on a wide variety of topic including life and work skills in addition to parenting skills. The original projects, and the in-person sessions, were selected based on a parent interest survey – not as a part of a program. 22. If the student does not complete the lesson, or chooses not to access the additional materials in Part III, the student can use Facebook, Twitter, or YouTube to interact with our office or “fellow students.” The office social media is regularly updated and reinforces the goal of encouraging the parent/student to attend in-person sessions by promoting the sessions and providing reminders of events. A live feed is available on the Session Topics page for the website. http://parents.ccsdtitle1.org/session-topics.html 23. The website is designed to optimize automatically for tablets, laptops, and mobile devices and the activities/games are embedded or linked so they can be used on these devices as well. 24. The site provides direct instruction on the topic of motivation and uses Gagne’s Principles of Instruction as the basic framework of the instruction before applying cognitivist, constructivist, and other learning theories. 25. The lesson introduction page link is: http://parents.ccsdtitle1.org/motivating-children.html, this page contains an animated avatar that welcomes parents to the site and gives them topic information. |