The primary goal of this intervention
strategy was to teach graduate students of the
University of Oklahoma, how to use Dreamweaver to
create a course web site. In some courses,
students are required to a course portfolio
website to present their assignments,
reflections, and any other content the instructor
deems important for the course. Unfortunately,
some students do not seem to possess the skills
needed to meet that objective and they find
themselves lagging behind. To close this
performance gap, I decided to create an
instructional strategy to teach them how to use
Dreamweaver to design and develop a course web
site. For this assignment, since this
instructional problem is very broad I decided to
focus on just one component, Defining the Local
Site.
Here is an excerpt -
Learner Analysis - from that design document.
(Opens in a new window)
This unit of instruction on the
Principles of Design (opens in a new window), is
one of the components of the Web site design
course I developed for graduate students. It
was recently
designed as part of an assignment, to help
learners acquire a better understanding of the
basics of graphic design by studying the
principles that rule effective design and page
layout.
This website was designed as part of a unit
of training developed for an instructional design
assignment, to teach cognitive skills related to
resources and technology in the learning
environment. The unit,
Integrating Software Support
Tools into Teaching and Learning,
(opens in a new window), contains instructional material to provide
teaching assistants (TAs) with knowledge on
different types of software support tools
and how they can integrate them into
teaching and learning. It was developed
using analyses from the ITA training
currently being developed by Dr. Hardre and
her Research Team.
