Project Description:

E-Learning Design Project. This e-Learning project is to train website administrators to use the basic of Weebly website builder to create, design and update their schools’ website.  Building and maintaining a school website will to provide students, parents, teachers and community with multimedia tools to communicate on school activities and incite participation. 

This learning module will contain five lessons guiding the students through the information and processes required for completion of the instructional goal. As students progress through the lessons, prerequisite skills are taught and reinforced. Each individual lesson will provide a brief overview of the previous lesson skills in order to provide a coherent and complete explanation.  

Responsibilities Met:

Responsibility  2: Design
2.1, 2.2, 2.3, 2.4, 2.5
Responsibility 3: Development, Utilization, and Management
3.1, 3.2, 3.3, 3.4
Responsibility 4: Evaluation
4.1, 4.3, 4.4

Responsibility 2: Design. The candidate will design instruction (or human performance strategies) to meet the needs of learners. Design documents and projects must show evidence of analysis of problem situation, awareness of unique characteristics of intended audience and implications for instruction, selection and implementation instructional strategies consistent with analysis of the learning situation and intended learners, selection and justification of appropriate medias, and evidence of both formative and summative evaluation strategies.

2.1 For several years, Raymondville ISD has used Microsoft Publisher software to create and publish their school websites.  This software is limited in providing multimedia tools and updating it can be sometimes frustrating, since it can only be done in an assigned computer and at the school grounds.  This information was collected through a discussion with Raymondville's school website administrators.

The purpose of this training is to successfully train website administrators to create, design, and update their school websites by using the web 2.0 tool Weebly.  Training website administrators will learn to utilize Weebly and its features to provide students, parents, teachers, school administrators and community with an effective tool of communication.  This will incite both parent and student participation in school activities.  

E-Learning Project Proposal.

2.2 The instructional goal of this unit is as follows: Using Weebly, Raymondville ISD website administrators will be able to create a school web site to enhance communication and collaboration among faculty, students and parents.  This instructional goal has been divided into five subgoals.  Within the module there is a provided lesson to instruct in each of the subgoals.  Each subgoal has been divided into specific performance objectives.  To see a detailed module description of this e-learning project click here. 

2.3 In order to facilitate instruction, the goal unit was divided into subgoals.  According to Mayer, people learn better from pictures and words than from words alone.  Icon pictures and words have been added to the outline e-Learning module to help the learner recognize the different subgoals.  Screenshots of steps in each unit have been placed along with pointers and words describing the instructions.  

2.4 In order to assess the learner, a discussion question, an assignment and a quiz are given in each individual unit.  Discussion questions are given to apply critical thinking about the module topic.  Online quizzes are developed to review key terms and application concepts; quizzes are made up of multiple choice questions, true/false questions and matching questions.  Before the learner proceeds to the next lesson, they must apply the skills learned by completing an assignment and submitting it through the specific unit.  

2.5 Demonstrates ability to use formative evaluations for iterative assessments of components of the design process.

Responsibility 3: Development, Utilization and Management. The candidate will develop, utilize and manage a variety of media and instructional technologies to deliver instruction to students.

3.1 The project was developed in Moodle, a web application to create modular internet-based courses.  Each unit of the project is illustrated with screenshots images of the step by step instructions.  These images were captured and edited with Snagit 11 software.  Multimedia videos are provided demonstrate steps.  These videos were edited with Camtasia to add title, music, and text for better understanding.    

3.2 The technologies tools used for this instructional unit were selected based on the Dick & Carey model.  These technologies were also implemented by following the principles learned in the book Multimedia Learning written by Richard E. Mayer.   

3.3 Timelines were used to manage the successful completion of the project.  A printed checklist helped me to manage the project.  Dividing the whole project in sections helped me to focus in one subgoal at time.  This kept the project and evaluations well organized.

3.4 Uses the results of evaluation methods to revise and update instructional materials.

3.4 Immediate revisions and updates were made to the instructional materials after receiving feedback and data from teacher evaluations.  This was done to ensure the instructional strategies were cleared to achieve the goals and objectives.  

Responsibility 4: Evaluation. The candidate uses incisive and relevant assessment and evaluation techniques (e.g., product or project which uses formative and/or summative evaluations). Candidate demonstrates the ability to evaluate quality of instructional materials and instructional systems using appropriate methodologies. Candidate also demonstrates the ability to use formative and summative assessment methodologies to ascertain the effectiveness of instruction in meeting instructional goals.

4.1  A subject matter expert (SME) and peer review evaluation provided me with constructive feedback.  Suggestions were pointed out to improve the instructional unit materials and the effectiveness of the instructional strategies. 

4.3 Assessment instruments were used in this instructional unit; a discussion question, an assignment and a quiz were given in each individual unit.  The purpose of the discussion questions was to enhance the lesson in making real-world connections to the skill presented in the unit.  Online quizzes were developed to review key terms and application concepts; quizzes are made up of multiple choice questions, true/false questions and matching questions.  Learners had to demonstrate their knowledge by applying the skills learned.  They had to complete an assignment for each module and submitting it through the specific unit. 

4.4 Documents results from formative evaluations and uses those results to revise instructional materials, and/or instructional development process.

4.4 Lesson materials and deliverable have been revised after receiving feedback and suggestions from evaluations.  The revisions made will ensure the instructional goals and objectives are being met. 

Modifications Made

After conducting evaluations and receiving feedback from the subject matter expert (SME), I have made the following modifications:

• Instructional goal was too wordy; I condensed it into a single sentence
• The performance objectives for each sub goal were not written right; I rewritten each one of them by adding a verb at the beginning of the sentence to describe the desired action or skill
• My module description was too long; I condensed it to no more than 2 sentences to clearly and succinctly explain what the learners will know and be able to do after completing this course. 
• I changed the tools for the multimedia files; instead of webpage I used URL tool to link my multimedia files.  The icon changed based on the type of the media I selected. 
• Double spaced was changed to single spaced to reduce the need to scroll vertically.