IDE 656 – Computers as Critical Thinking Tools

  
Lesson Plan Format - Part One  
   
  

Project Number: 2
Author: Erin Cunia
Lesson Title: Web site Design & Portfolio Development
Tool: Intentional Search and Presentation, Interpretation and Knowledge Construction Mindtools

 

  

Overview of Lesson:
The graduate program culminates with the creation of a portfolio and a comprehensive exam. In this technological age, an electronic portfolio is a versatile and worthwhile option.

Portfolio Content Guidelines:

  • Portfolio should include at least two projects in a domain of the individual's choosing which were developed outside the core class work within the time period of the program.
  • Portfolio is meant to demonstrate mastery within the program. It should not include work developed prior to entering the program.
  • Portfolio will contain general information (i.e. from course work) and specific interest information (i.e. from the context in which the candidate aspires to).
For more information, see the Portfolio Checklist.

An important aspect of this process can be developing a naming convention and set of categories. i.e. using the ADDIE model to organize information that will be included in your electronic portfolio. If all instructional design projects / products are organized using a designation of analysis, design, development, implementation, or evaluation, filing and retrieval of completed projects, class notes, or electronic supplemental materials can be more effective and efficient. Developing a naming convention for personal files provides consistency and order.

For properly designing a portfolio suitable for the web, a graduate student must be familiar with the principles of design and how to create a web page.
 

  

Learning Outcomes: (What will student learn during this lesson?)
The Gagne and Briggs Format: Situation, Learned Capability, Object, Action, Tools and Other Constraints.

Construct a social navigation site on 'how to effectively design a web page / site'.

  • Develop a search strategy to search the web for related sites on web site design.
  • Using the internet as a resource, research web site design elements and techniques. (nb: Be sure to properly cite the sources you use.)
  • Evaluate the utility of the sources.
  • Using effective web site design elements and techniques, design and develop a web site that presents research material.
  • Develop a web site that consists of at least 6 pages (this can be a webquest). At least one page should clearly document your search strategy(s) and identify the relationship(s) between the sources chosen and the website design topic.
  • Determine how the web site should be structured and what information should be included.

 

Intended Audience:
Graduate level student with basic computer skills and working knowledge of HTML (or use of HTML editing software).
 

  

Key content concepts:  

  • Organizing content for electronic presentation.
  • Creating web page / site using effective web site design elements and techniques.
  • Making an electronic presentation.
  

Rationale for computer tool chosen:
An Intentional Search is an Interpretation Mindtool. When used in combination with a Presentation, Knowledge Construction Mindtool, the learner can search for information, organize and develop a structure for presenting the information, and design an effective presentation.
 

  

Materials and Technology required for lesson:
Necessary materials and technology include a computer, a basic HTML editor (such as Notepad, MS Frontpage, Macromedia Dreamweaver), and internet access.
 

  

Evaluation Criteria: (Linked to learning objectives)

Grading Rubric
  Beginning
1		 Developing
2		 Accomplished
3		 Exemplary
4		 Score
Appropriate concepts included in search No important / relevant concepts used; unrelated concepts used Few important concepts used; some irrelevant to purpose of search Most concepts were relevant to search All important concepts included in search statement; no unrelated concepts used  
Accurate construction of Boolean expression Improper use of AND, OR, NOT, NEAR; inappropriate use of parentheses & embedded phrases AND, OR, NOT, NEAR used inconsistently; subordination confused by misplacement of parentheses Appropriate use of AND, OR, NOT, NEAR; subordination confused by misplacement of parentheses Appropriate use of AND, OR, NOT, NEAR; appropriate use of parentheses and embedded phrases  
Selection of relevant sites Chosen sites not related to original search question Some sites related to search question; relations of most unclear Most sites related to search question; relationship of some unclear All sites clearly related to search question; small number of highly relevant sites chosen  
Clear typing / classification of links Links appear random and disconnected; no purpose or reason for linking Links mis-communicate relationship of most sites Links describe general nature of relationship of related site All links clearly specify nature of information to be found or purpose for accessing it  
Quality of content Includes minimum content with many important concepts missing, barely describes phenomena Includes relevant content; some important concepts missing; describes phenomena on a single level and perspective Includes most important concepts; describes phenomena on multiple levels and perspectives; a few slides are not consistent with content objectives Includes all important content concepts; describes and demonstrates phenomena on multiple levels and multiple perspectives  
Sequencing and organizing information A few screens are inherently sequenced but information in not well organized on core slides and information sequencing is haphazard. Few screens are inherently sequenced; most information is not clearly sequenced or organized on slides. Most screens are inherently sequenced for effective presentation; some information is not clearly sequenced or organized on slides. All screens are inherently and explicitly sequenced for effective presentation of core information; information is logically organized;  
Appropriate layout and use of visual features (graphics, colors, fonts, etc.) A few visual features are relevant to purpose of effective presentation of main idea or information; color, graphics, movement, and sound are not used purposively, do not always show relationships, emphasis, or patterns, and are distracting Some visual features or layout of slides are redundant or irrelevant to presentation of main idea or information; color, graphics, movement, and sound are not used purposively and/or do not always show relationships, emphasis, or patterns Most visual features and layout of slides are designed to represent main idea or information; color, graphics, movement, and sound are used purposively for the most part to show relationships, emphasis, and patterns (features not randomly applied) All visual features and layout of slides are effectively designed to represent main ideas or information; color, graphics, movement, and sounds are used purposively to show relationships, emphasis, and patterns (features not randomly applied)  
Prompting inquiry of audience Presentation supports only memorization Presentation provides limited prompting of thinking; often not related to key content Presentation prompts inquiry of audience and usually supports thinking about some key content includes some time to support reflection, sometimes includes prompts for inquiry. Presentation prompts inquiry of audience and directly supports thinking about all key content, includes time to support reflection and prompts to encourage inquiry.  
      Total Score (of possible 32)  
 

 

  
  
   
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IDE 656 – Computers as Critical Thinking Tools

  
Lesson Plan Format - Part Two  
   
  Event of Instruction Lesson Rationale  
1. Gaining Attention Distribute lesson outline. Giving the scope of the lesson provides background and introduction.  
         
2. Informing the Learner of the Objectives Discuss learning outcomes. Make learners aware of expectations.  
         
3. Recall of Prior Learning Review basic html code, how to create a search string, etc. Prior knowledge assists the learner in focusing on the new information.  
         
4. Presenting the Stimulus Discuss the portfolio content guidlines. Provide portfolio checklist. Also get the learners to critically examine why this lesson is important for them to master. Presenting new information for learner to build on.  
         
5. Learner Guidance Present demo WebQuest. Provide additional html job aid, if necessary. Gives example for what is expected from the learner.  
         
6. Eliciting Performance Instruct learner to research web design elements and techniques and plan a web site for the electronic portfolio presentation. Discovery-based, independent learning to prompt critical thinking.  
         
7. Giving Feedback Provide rubric for completed intentional search and presentation. Clear, regular feedback enhances learning.  
         
8. Assessing Performance Instruct learner to create the intentional search web site. Use grading rubric to assess performance. A means of testing learner outcomes.  
         
9. Retention and Transfer Encourage continued use of the web site to present portfolio content. Aids in retention and assists learner in organizing content throughout graduate program.  
         
Gagne', Robert M., Briggs, Leslie J., and Wager, W. (1992). Principles of Instructional Design. Belmont, CA: Wadsworth/Thomson Learning.  
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