1 Good Design and Bad Design Hsin-I Chang(Christine) Ph.D. student Higher Education Educational Policy & Administration University of Minnesota, Twin Cities

2 Good Design and Bad Design  Context and Focus  Design and Evaluate Criteria  Examples of Good and Bad Design

3 Context and Focus  Considerations of designing websites for ESL/EFL students  Evaluation criteria for educational websites for ESL/EFL students ESL/EFL (English as second/foreign language)

4 Design and Evaluate Criteria  Content - Instructional Purposes - Intended Audience Appropriateness - Materials and Curricula - Tasks and Activities  Quality and Design - Appearance - Audio & Video - Reliability & Speed - Navigating - Engaging - Validity - Contact

5 Content  Instructional Purposes  Intended Audience appropriateness  Materials and curricula  Tasks and Activities

6 Content  Instructional Purposes: - Should be clear - Should be the basis for designing a website - Intended objectives and skills should be addressed.

7 Content  Intended Audience appropriateness: Who will be using this web site? - Age - Language level: Appropriate level or proficiency focus (beginner/intermediate/advanced) - Classroom or individual setting - Computer-use skills and comfort level with computers and Internet navigation - Interests

8 Content  Materials and curricula: - Integration into course curricula - Both instructional and authentic - Enjoyment and interesting level for students - 5 Cs: Communication, Communities, Connections, Cultures, Comparisons (Standard for foreign language learning, National Language Organizations, 1993)

9 5 Cs: Standard for Foreign Language Learning Types of curricula experiences needed to enable students to achieve the standards.  Communication : is at the heart of language learning.  Cultures : understand and learn to appreciate other cultures.  Connections : provides connections to additional bodies of knowledge  Comparisons : realization of multiple ways of viewing the world  Communities : participate in multilingual communities around the world (Standard for foreign language learning, National Language Organizations, 1993)

10 Content  Tasks and Activities: - Challenging and motivating - Cognition involvement: Knowledge / Comprehension, Application / Analysis, Synthesis / Evaluation (BLOOM'S TAXONOMY, 1956)

11 BLOOM'S TAXONOMY, 1956  Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation.

12 Quality and Design  Appearance  Audio & video  Reliability & Speed  Navigating  Engaging  Validity  Contact

13 Quality and Design  Appearance: text, color and graphics clear/unclear, helpful/distracting  Audio & video: clear/unclear, helpful/distracting  Reliability & Speed: availability, response-time, downloading and linking

14 Quality and Design  Navigating: clear organization and directions (site map?), appropriate divisions and subheadings, useful links  Engaging: design captures and keeps attention  Validity: sources documented  Contact/ Interaction: author and/or source contact addresses provided

15 Application/Reflection Who will be using this web site?  Mode: individual/class  Language level: beginner/intermediate/advanced  Target language goals: professional/academic/survival skills  Target audience: nationality/age/interests, comfort level with computers and Internet navigation

16 Application/Reflection In what kind of facility?  Classroom  Lab  Home Is the web site instructionally appropriate for your students' needs? If not, why?  Quality  Content  Type  Intended Audience  Adaptability  Interactivity  Other?

17 Application/Reflection For what purpose (curricular objectives) will you use the web site?  Present target language  Present cultural information  Prompt student discussion  Teach a language skill  Communication strategies  Evaluate students  Other?

18 Application/Reflection What teaching techniques would you use with this web site?  Pre-activities  Post-activities  Segment/whole  Home/class/lab  Viewing/listening/writing/...

19 Application/Reflection  What need(s) does this web site fill that cannot be met by using other materials?

20 Examples of Good and Bad Design Theme: Movie  Example 1 Example 1 Like: - Design and overall presentation - Posters and clear site map - Resources Dislike: - Without a very organized way to find a movie - Without follow-up activities

21 Examples of Good and Bad Design Theme: Movie  Example 2 Example 2 Like: - Well Organized way to locate a movie - Activities and resources Dislike: - Design and overall presentation - Unclear and distracting