Download ppt - More Effective Web Page Elements for Classroom Support Gerald Boerner, Grace Boerner David McGill, Patricia Skalnik & Paul Verdugo Azusa Pacific University

More Effective Web Page Elements for Classroom

Support

Gerald Boerner, Grace BoernerDavid McGill, Patricia Skalnik &

Paul VerdugoAzusa Pacific University

Syllabus 2000 Conference

Copyright©2000 • G.L. Boerner, et. al. • All Rights Reserved

Questions to Ponder about Effective Sites

A number of serious questions need to be addressed by any

instructional support web site…

July (2000) More Effective Web Page Elements for Classroom Support 3

Think about These Issues…

What organizational objectives and resources are available on the site?

What do you want the site to do (short & long term) for the class?

Who is your intended audience for this class web site? Can the audience be segmented? If so, how?


Think about These Issues… (Cont’d)

Review other web sites. What do you like/dislike about other sites? What would your audience(s) like/dislike?

What is your vision of the web site? How would it “feel” (aesthetics)?



What content and functionality will the site contain? How will users find information on the site — organization, navigation, labeling, searching systems?

How will you monitor and maintain the site? How often will this be done?



Is the site “professional” looking? Are your audiences returning?

How will you know? Did you copyright your ideas?

(The above questions are contributed by Dr. Patricia Skalnik, School of Business, Azusa Pacific University)

M.A.P. for Effective Web Page Elements

We must consider the following context for

determining whether a web page element is effective or

not…


Basic Rules of Web Page Design

Rule #1: The purpose of having your Web site

is the foundation for all your design decisions on content and design

Rule #2: Your audience’s wants and needs

come first, yours come second! Usability is #1!


MAP out your Web site

Message What is the message you wish to

convey through your web page or web site?

Audience Who is your intended audience?

What are their characteristics — both demographic and psychographic?

Purpose What is the purpose of having a web

page or a web site?

Top 10 “Pet Peeves” of Web Site Users

Let’s proceed to examine what “bugs” web users and how we

can address these issues…


Before we start…

Excellent References on Web Site Effectiveness… Fleming (1998) Web Navigation:

Designing the User Experience. O’Reilly [15659-23510]

Nielsen (1999) Designing Web Usability. New Riders Publishing [15620-5810X]

Rosenfeld & Morville (1998) Information Architecture for the World Wide Web. O’Reilly [15659-22824]


Other References…

Web Sites Jakob Nielsen’s AlertBox (ZDNet) —

http://www.zdnet.com/devhead/alertbox/index.html This is an all-around good site for web design issues…

Our Article Boerner, et. al. “Elements of

Effective Web Pages,” Syllabus Magazine, April, 2000.

http://www.zdnet.com/devhead/alertbox/index.html

http://www.zdnet.com/devhead/alertbox/index.html


The Approach to our Analysis

The following “Top 10” List will present key user “pet peeves” in the order of importance, stressing: What DON’T users like… What can be done to remedy the

problem with the web site, and Examples of the principle, with a

focus on GOOD examples!


Confusing Web Site Organization

If the web site developer does not understand the structure of their information, how can the user?

Decisions: Breadth vs. Depth Logical Grouping vs. Flat Structure “Chunking” (Short Pages) vs.

Articles Static vs. Dynamic Web Pages

1


Difficulty in Navigating the Web Site

Can the user FIND appropriate information on your web site?

Decisions: Uniformity vs. Uniqueness Logical Navigation arises from a

logical Web Structure Is the site “Bobby” (ADA)

compliant? KISS Principle!

2


Poor Graphic & Layout Design

Does the site use good graphic and layout design, or is it just “flashy”?

Decisions: Color scheme, typography, etc. Maintaining graphic “integrity” Consistency on element

placement Compatible with the user’s

visual tendencies!

3


Inappropriate Content for Audience

Does your site “reach” your intended audience(s)?

Content is irrelevant if the user doesn’t stay on the page

Decisions: What is “tone” of the site? How will multiple audiences

respond? How can the site “shape”

behaviors?

4


Lack of Attention to Details

Mechanics, mechanics, etc. Academic sites MUST model

good use of language, spelling, grammar, etc.

Decisions: Language of the user (English

vs. ??) Globalization of site… Display & Browser issues

5


Lack of Content Currency

The core of an class support web site!

Must be revised or it becomes irrelevant…

Decisions: How maintained (FP2K, HTML,

etc.) Limited access to class members Timeliness of content for

discipline…

6


Broken or Inappropriate Links

The constant problem with web sites — external sites change & so must your links!

Decisions: How do you check your links? How often do you check links? Maintaining vigilance on

external content Content becomes out-of-date

7


Gratuitous Use of “Bells & Whistles”

Remember, animation is a “pre-potent” web page element!

Animation and activity is, by itself, neutral; the value comes in “the details”

Multimedia is GOOD when it enhances the message!

8


“Bells & Whistles” (Cont’d)

Decisions: When do animations enhance

your site? Should you use GIF Animations,

JavaScript Animations, or Flash? When is video needed and

justified? What requirements does the use

of multimedia require a certain browser and/or plug-ins?

What is the effect on bandwidth?

8


Web Sites as Showcase for Designer

The difference between “vanity” sites and good class support sites lies in usability!

Does the site promote content or just show off the latest web “widgets” and techniques?

Basically, for whom is the site designed?

9


Web Sites as Showcase for Designer

Decisions: Does the site focus on the

information needs of the user? Do the techniques and “do-

dads” contribute to the viewing experience?

Have “good” elements been misused and/or abused?

Do users have the bandwidth with which to view the page?

9


Sites “Under Construction”

While a necessary transition, some sites never are finished!

Placeholder pages may be required for a “good” web site architecture, but should you define them if you can’t support them?

10


Sites “Under Construction”

Decisions: Can your web editor perform

some update tasks automatically at specified intervals?

How much functionality can a class support web site include within the full responsibilities of the faculty member?

What is reasonable?

10

Some Final Thoughts…

Let’s examine a couple of overall techniques for

maintaining “good” web sites…


Determining User Characteristics

Developing a web site must be based upon certain assumptions, such as: Browsers to support Languages to support Time Zone issues Operating Systems Technologies that can be used


User Characteristics (Cont’d)

An example: SiteMeter A free web monitoring service at

http://www.sitemeter.com Provides weekly reports of web and

page “hits” A very usable function for

determining the characteristics of your visitors…

http://www.sitemeter.com/


Checking your Links

Maintaining links must be a scheduled task, not an afterthought!

Options vary from the simple (and cheap) to the sophisticated (and expensive)

Some options…

Contact Information

For more information, and/or to exchange your thoughts

and ideas, use the following…


Gerald Boerner, Group Leader

APU Office (626) 815-5322

Email [email protected] or [email protected]

Web Site http://www.boerner.net

mailto:[email protected]

mailto:[email protected]

http://www.boerner.net/


Other Followup Mechanisms

To receive more information, you may sign up for mailing lists, online message boards, etc. at: http://www.boerner.net/syllabu

s

http://www.boerner.net/syllabus

http://www.boerner.net/syllabus

Using Technology in the Classroom

The following schemas present a framework for

examining the adoption of technology into the

Teaching/Learning Process


Classrooms & Technology

For sake of discussion, we identify five general types of classrooms as they relate to the use of technology, especially web-based technologies

For each type of classroom, we will examine the general approach & the types of technologies used…


The Five Classroom Scenarios

“Low-Tech”, Traditional Classroom Technology-supported Classroom Hybrid Classroom Web-supported Classroom Online, Web-based Classroom

Let’s take a closer look…


Scenario #1

The “Low Tech”, Traditional ClassroomMore traditional lecture methods,

discussion groups, hard copy handouts, etc. characterize this classroom

Technologies:In office, materials may be prepared via

computerClassroom presentation via overheadsTV/VCR and Overhead are “technology”


Scenario #2

Technology-based Classroom Technology is used to present

classroom materials (PPT, Simulations, etc.)

Communication via e-mail Syllabus may be posted on web site,

from word processing documents

Technologies: Computer-based presentations, email,

etc.


Scenario #3

The Hybrid Classroom Face-to-Face Lectures, Discussion

Groups Presentations via Computer, Online,

and/or Paper Communication via email, Threaded

Discussion Webs, etc. Syllabi AND assignments presented via

web pages(Cont’d)


Scenario #3 (Cont’d)

The Hybrid Classroom (Cont’d)

Testing from computer-generated tests and delivered either via paper or online

Technologies: Email and Web Browser essential Some course materials “exported” to

HTML format Web becomes essential part of class


Scenario #4

The Web-Supported Classroom Face-to-Face interactions and

information sessions (“Lectures”) are used when appropriate

Online lecture materials (PPT) and content (“Streaming”) used for class preparation

Most materials (syllabi, assignments, etc.) delivered via web pages

(Cont’d)


Scenario #4

The Web-Supported Classroom (Cont’d)

Threaded Discussions and Chat-type Sessions are integral

A “wrapper” online delivery systems like Blackboard.com or eCollege.com are used to create the web-supported environment

HTML-friendly programs are used to prepare materials (MS Office, etc.)

(Cont’d)



The Web-Supported Classroom (Cont’d)

Online assessment, grade book, etc. takes the course outside of the classroom walls

Technologies: “Wrapper” programs for online course

management HTML-based materials Email & Web Browsers (with Plug-ins)


Scenario #5

The Online Course This course is delivered via the web

with little or no Face-to-Face contact Online, Course Management

Environment is critical Support Essential for developing

course, maintaining server hardware & software, and keeping the course up on a 24/7 basis

(Cont’d)



The Online Course The Advantages:

“Anytime, Anywhere” Learning Fits into the schedule of the student

The Disadvantages: High impact on teacher for both

preparation and delivery — up to 10 times the work!

Lack of personalization for the students AND teacher — Personality Style Interactions

(Cont’d)



Technologies: Online Delivery Systems Online Communications, Testing,

Materials Delivery, etc. Classroom Presentations using both

Static (PPT) and Dynamic (“Streaming”) media

New Teaching/Learning Paradigms


Some Teacher Characteristics

Examine Yourself on these dimensions: Structured vs. Unstructured Approach Constructivist vs. “By the Book”

Approach Interactive vs. Lecture Modes Textbook-based vs. Discovery-based Individual vs. Group Oriented

These teaching styles will determine the most appropriate scenario…


Questions & Answers