Web Based Lesson

Purpose:
The purpose of this project was to produce for the Fall 2001 CUE conference here in Sacramento a web-based lesson on how teachers can build their own web lesson. This was done to fulfill our requirement to present at a staff development or conference setting. There were three main components to this lesson. First, Chris Watson and I developed the lesson plan. Second, we designed a web page that had this lesson plan on it, with links to example web-based lessons and other web design sites. Third, we created a Power Point presentation that we would use for the talking points of our lesson. In addition, we produced a handout that was essentially a reproduction of the web page, and an evaluation form for our use to reflect on how the presentation was received. We wanted this lesson to be an on-line resource that teachers could revisit for the information that it contained and the links to web-based lessons and other web sites that could be helpful in designing their own lessons.

Use:
This lesson was presented at the Fall 2001 CUE Conference on Friday, October 12th. There were approximately 40-45 people attending our session. We had an hour to present this lesson. Questions were taken during the presentation, which reflected quite an interest in this kind of lesson. At the end of the time, we asked the audience to fill out the evaluation form, which had been given out at the beginning of the session. We collected 20 completed forms. Both Chris Watson and I enjoyed doing this presentation and would gladly do it again.

Modifications:
Except for minor editing corrections, no other modifications in the web-based part of the lesson itself have been done as of this time.

Possible Changes:
An hour was not quite enough time to adequately cover everything that we wanted to. We would spend a little less time in the first part of the lesson, leaving more time to examine the sample web-based lessons and how they followed (or didn’t follow) the design tips that we presented. I also think that the presentation would be strengthened by having a wider range of web-based lessons are far as their complexity and sophistication so that we could show examples of very simple web-based lessons, and middle level to higher level lessons as a full spectrum of possible efforts. I think that a two-hour block of time would be ideal for this presentation.

Peer Review:
We were able to collect 20 of our evaluation forms (click on Evaluation Form to view a PDF reproduction of it). All of the responses were very positive. In the comment section, a few people indicated that they wanted us to skip through the introductory information and get right to the web-based examples. Two people wanted us to actually do a design of a web-based lesson so that they could see what was involved with producing this type of learning activity. Most of the audience liked the web-based lesson examples that we showed and felt that more time should have been allocated to this part. Overall, it was a very favorable showing, and Chris Watson and I were pleased with the responses of those who filled out our evaluation form.

Gerald Hifner, an imet2 member gave the following review:
Your structure helps to simplify the understanding of what a web-based lesson is. You kept your explanations simple and to the point. You also provided very good examples for the audience. Well done.
Suggestions: If this web page is used in your presentation on a screen, you might want to change the font style to something more visible from a distance. You should also edit the page once more: “Detailed planning, organization and structuring are key to a successful web lesson.” (“…are keys to…”); “Newpaper” (newspaper).

Faculty Review:
Reviewed by Mary-Ann Pomerleau
“Congratulations! As stated, the purpose of this presentation is to explicate the essential elements needed for creating a web based lesson. Those elements are listed on the first page, which gives the viewer/user a graphic organizer. Then, each element follows a parallel structure, or to use your key words for the section Web Design Sites--Building Blocks. The sites leads the viewer from description to exemplars of various levels to how to--just what a teacher needs to begin creating and designing a web-based lesson. The inclusion of evaluation rationale and rubrics adds value!

I also looked at this your site from a usability perspective and, for me, it was very easy and logical to maneuver. However, the Political Activism link seems corrupted, as the selections on the right don't fit the screen: I had to scroll over and the Declaration is a thumbnail on a largely blank screen. There's no way obvious way to return to your main page.

If someone should ask, do you have some (a least three) references that you will be able to pull out to support your use of web-based to reach higher on Bloom's?

Again, your intentions and objectives have been met with high quality!!! Enjoy the opportunity to distribute your intelligence at CUE...let me know how it goes!!”

Modifications from faculty review:
I was unable to duplicate the problem that Mary Ann had with the Political Activism link. We appreciate her positive comments.

Research:
Bibliography
Dede, C., & Sprague, D. (1999). If I teach this way, am I doing my job? Constructivism in the classroom [Internet web site]. International Society for Technology in Education. Retrieved July 15, 2001, 2001, from the World Wide Web: http://www.iste.org/L&L/archive/vol27/no1/feature/

Milbury, P. (1997). Collaborating on internet-based lessons: A teacher and librarian score with pbl. Technology Connection, 4(5), 2.

Seamon, M. (2001). Changing instructional practices through technology training. Book Report, 19(5), 3.

Yoder, M. B. (1999). The student webquest. Learning and Leading with Technology. Available: http://www.iste.org/L&L/archive/vol26/no7/features/yoder/index.html [2001, October 17th].