IT 125 Web Development and Design Foundations

Week Date Topic Assessment
1 13-Jan Course Introduction, How the Internet Works,Chapter 1
2 20-Jan HTML BasicsChapter 2
3 27-Jan Configuring Color and Text with CSSChapter 3
4 3-Feb Visual Elements and Graphics – Chapter 4
5 10-Feb Web Design – Chapter 5 Assessment 1 – HTML (10 points)
6 17-Feb Page Layout – Chapter 6
7 24-Feb Hyperlinks, Layouts, and Mobile Chapter -7 Assessment 2 – HTML and CSS (10 points)
8 2-Mar Table Chapter 8
9 9-Mar NO CLASS – Spring Break
10 16-Mar Forms – Chapter 9 Assessment 3 – Debugging (10 points)
11 23-Mar Web Development – Chapter 10
12 30-Mar Web Multimedia and Interactivity Chapter 11 Assessment 4 – Table and Forms (10 points)
13 6-Apr Web Promotion – Chapter 13 Assessment 5 – Javascript (10 points)
14 13-Apr Project Presentations
15 20-Apr NO CLASS – Student Research Conference
16 27-Apr Review for Final Exam
17 4-May Final Exam, 3:00-5:30, 4040, Room 409

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Have you ever thought about how essential feedback is to performing a task.  This feedback comes in a multitudes of formats.  In researching types of feedback we encounter daily there are at least 13 types of feedback.  These types include:

  • Administrative feedback provides students information about due dates, technology formats and other housekeeping issues (Blignaut & Trollip, 2003).
  • Affective feedback acknowledges learner participation and offers support. Provides comments not on the academic learning acknowledges that the instructor is listening to the learner (Blignaut & Trollip, 2003; Clore, Wyer, Dienes, Gasper, Gohm, & Isbell, 2001).
  • Corrective feedback provides the learner with information about personal performance and aims to redirect learning when errors are present (Mory, 1992).
  • Praise feedback provides the learner positive reinforcement about performance on a task (Campanella Bracken, Jeffres, & Neuendorf, 2004).
  • Informative feedback comments on a learner’s performance (Blignaut & Trollip, 2003).
  • Socratic feedback poses reflective questions to the learner in order to stimulate deeper learning (Blignaut & Trollip, 2003).
  • Motivational feedback consists of comments or actions that focus on the unique needs of the learner with the intent to keep the student engaged as opposed to corrective feedback which focuses on content (Smith & Ragan, 1999; Jones, 2010; Wilbert, Grosche, & Gerdes, 2010).
  • Social feedback provides information to a learner about the accuracy of his or her response from peers, mentors and observers (Zimmerman & Kitsantas, 2002).
  • Future-focused feedback provides students with feedback which will assist the student apply new concepts to future actions (Getziaf, Perry, Toffner, Lamarche & Edwards, 2009).
  • Peer feedback occurs when students communicate and learn from each other without immediate intervention of the instructor (Ertmer, et al., 2010).
  • Self-regulating feedback provides learners prompts and comments to help the learner stay on task (Chang M. M., 2005).
  • Computerized feedback provides computer generated audio summative and formative feedback with or without a textual supplement (Pyke, 2007). Numerous studies researched effectiveness of computerized feedback not only in fully online classes but also in face-to-face learning environments.
  • Technical feedback provides the learner with answers to technical issues such as computer access, software navigation and learning management support (Pyke, 2007).
  • Photo on 10-7-13 at 1.13 PM #2

Technology, Learning and Success

Generational Learning

Is it truth or fiction that learning expectations and processes differ depending upon the generation one begins the learning process?    This topic is clearly relevant when training adults in todays workforce.  In a recent article published in the Journal of Adult Education, adult learners comprise three distinct populations:  Baby Boomers, Generation-X and Millennia.  Each of these generations bring a unique set of experiences and characteristics which influence learning preferences.    Thus lies the challenge when crafting meaningful learning experiences that impact long term behavior performance.

  • Baby boomers are most comfortable  learning when presented with a “traditional” format.  Learning because it is something they need for personal growth.   When answering questions their answers are well thought out and lengthy.
  • Generation-X learner want to contextualize  the information to personal experiences.  If they cannot find a personal affinity with the information they are not motivated to learn
  • Millennial learners want to know how the information has immediate meaning to them now.  Their approach is:  only give me what I need when I need it and make it easy to find on the web in case I forget.

Understanding the differences between these generations is essential in providing meaningful learning environments for learners.  In organizations where generational shifts in job responsibilities are occurring, it is key for the information transition process to consider both characteristics of each generation when crafting a learning strategy.       Adult learning is not a one size fits all category.

Classroom learning as we knew it.

 

http://youtu.be/suWzpLmRH0g

 

Electronic Peformance Support System

  • On the job
  • Just in Time
  • User requested
  • Immediate Information

The objective is of this is to help our client Defense Acquisition University integrate technology tools into educational assets to facilitate better learning.

Where Do You Learn?

We focus on formalized learnings as the source of knowledge, but as I study the learning process and evaluate the pros and cons of Constructivism vs. Objectivism, it is clear that learning knows no walls.  In a pedagogically perfect world all learning would have defined learning objectives with measurable learning outcomes.  But the question is are all outcomes measurable?  Is social interaction and cognitive development incorporated into all evaluation tools.  I postulate that many outcomes from learning opportunities are not incorporated into the final evaluation.  This partial evaluation leads to skewed results and incomplete recommendations.  Hence, the “wicked problem” of identifying successful learning strategies is flawed by inaccurate evaluation criteria.    I have yet to come up with a solution, but I am convinced that measuring effectiveness is a key contributor to the lack of technology integration into structured learning.  Although many studies have been conducted to evaluate the impact of technology on learning outcomes, I suspect that the much of the additional learning derived by technology integration is never included in the evaluation instrument.  In addition, “tell and test” methods, rarely evaluate long-term retention of information for behavior change.  These are the types of questions that keep me awake at night.  So if I look sleepy, now you what I am thinking about.

Effectively Integrating Technology into Learning

Out There

A comet just flashed by me and I wondered where it will fall.  Will it crash or soar onwards to new worlds?  As with blazing comets can the same questions can be asked emerging technologies?  What technologies will last and which will crash?  How will these technologies be embedded into daily life?  How can these tools enhance learning objectives?  Will students actually learn better?  These are the questions everyone is asking!

This semester my team of nine is designing a tool that will aid educators better understand some of the emerging technologies on the horizon.  The tool will help decision makers be acquainted with  technologies and based upon course specific “factors” it will offer recommendations for technology  integration into the learning asset.  Keeping pace with technologies and evaluating how these technologies can enhance learning is an amazing adventure.   Join me and buckle up because this is going to be an exhilarating ride!

2010 – Technology on steriods

A paradigm shift is occurring.  The collective mind is a storehouse of knowledge, processes and beliefs that transcend thinking to higher levels.  If we are not careful there will be those who make the leap and those left behind.  Instructional design is challenged with integrating the affordances of new technology into the learning enviroment so many will be able to bridge this chasm of knowledge attainment.

Insights of Life

A blog is designed to be a free form method to capture thoughts, great and minute about anything.  It is that stream of consciousness that is both freeing yet challenging.  To climb the mountain of wisdom and reach that pinnacle moment offer the seduction of an elusive lover, always tempting but never within grasp.  To help me stay focused as I climb this new territory, I will create a page of power designed to inspire, chastise, encourage and remind me of the importance this journey of life has to offer.

Laughter is an instant vacation.  – Milton Berle

With the fearful strain that is on me night and day, if I did not laugh I should die.  ~Abraham Lincoln

Dear Reader,We are in the midst of  a Technical Revolution where user knowledge has value and the collective wisdom of the group has meaning.  This shift towards collaboration and group dynamics is a refreshing diversion from the concept that only one person can win.  As businesses adopt this shared knowledge approach, new tools are being developed to support the users.  Instruction methods must adapt to learner cues.  Creating a venue where learners can be productive, inquisitive and contributory is the needed direction for 21st century learners, both young and not so young.Susan Conrad, Editor and Chief