Download presentation
Presentation is loading. Please wait.
Published byAgnes Golden Modified over 9 years ago
1
1 Good Design and Bad Design Hsin-I Chang(Christine) Ph.D. student Higher Education Educational Policy & Administration University of Minnesota, Twin Cities
2
2 Good Design and Bad Design Context and Focus Design and Evaluate Criteria Examples of Good and Bad Design
3
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
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
5 Content Instructional Purposes Intended Audience appropriateness Materials and curricula Tasks and Activities
6
6 Content Instructional Purposes: - Should be clear - Should be the basis for designing a website - Intended objectives and skills should be addressed.
7
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
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
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
10 Content Tasks and Activities: - Challenging and motivating - Cognition involvement: Knowledge / Comprehension, Application / Analysis, Synthesis / Evaluation (BLOOM'S TAXONOMY, 1956)
11
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
12 Quality and Design Appearance Audio & video Reliability & Speed Navigating Engaging Validity Contact
13
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
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
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
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
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
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
19 Application/Reflection What need(s) does this web site fill that cannot be met by using other materials?
20
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
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
Similar presentations
© 2025 SlidePlayer.com. Inc.
All rights reserved.