Notes
Slide Show
Outline
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More Effective Web Page Elements for Classroom Support
  • Gerald Boerner, Grace Boerner
    David McGill, Patricia Skalnik &
    Paul Verdugo
  • Azusa Pacific University

    Syllabus 2000 Conference
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Questions to Ponder about Effective Sites
  • A number of serious questions need to be addressed by any instructional support web site…
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Think about These Issues…
  • What organizational objectives and resources are available on the site?
  • What do you want the site to do (short & long term) for the class?
  • Who is your intended audience for this class web site? Can the audience be segmented? If so, how?
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Think about These Issues… (Cont’d)
  • Review other web sites. What do you like/dislike about other sites? What would your audience(s) like/dislike?
  • What is your vision of the web site? How would it “feel” (aesthetics)?
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Think about These Issues… (Cont’d)
  • What content and functionality will the site contain? How will users find information on the site — organization, navigation, labeling, searching systems?
  • How will you monitor and maintain the site? How often will this be done?
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Think about These Issues… (Cont’d)
  • Is the site “professional” looking?
  • Are your audiences returning? How will you know?
  • Did you copyright your ideas?


  • (The above questions are contributed by Dr. Patricia Skalnik, School of Business, Azusa Pacific University)
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M.A.P. for
Effective Web Page Elements
  • We must consider the following context for determining whether a web page element is effective or not…
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Basic Rules of Web Page Design
  • Rule #1:
    • The purpose of having your Web site is the foundation for all your design decisions on content and design
  • Rule #2:
    • Your audience’s wants and needs come first, yours come second! Usability is #1!
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MAP out your Web site
  • Message
    • What is the message you wish to convey through your web page or web site?
  • Audience
    • Who is your intended audience?  What are their characteristics — both demographic and psychographic?
  • Purpose
    • What is the purpose of having a web page or a web site?
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Top 10 “Pet Peeves” of
Web Site Users
  • Let’s proceed to examine what “bugs” web users and how we can address these issues…
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Before we start…
  • Excellent References on Web Site Effectiveness…
    • Fleming (1998) Web Navigation: Designing the User Experience. O’Reilly
      [15659-23510]
    • Nielsen (1999) Designing Web Usability. New Riders Publishing [15620-5810X]
    • Rosenfeld & Morville (1998) Information Architecture for the World Wide Web. O’Reilly [15659-22824]
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Other References…
  • Web Sites
    • Jakob Nielsen’s AlertBox (ZDNet) —
      http://www.zdnet.com/devhead/alertbox/index.html
      This is an all-around good site for web design issues…
  • Our Article
    • Boerner, et. al. “Elements of Effective Web Pages,” Syllabus Magazine, April, 2000.
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The Approach to our Analysis
  • The following “Top 10” List will present key user “pet peeves” in the order of importance, stressing:
    • What DON’T users like…
    • What can be done to remedy the problem with the web site, and
    • Examples of the principle, with a focus on GOOD examples!
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Confusing Web Site Organization
  • If the web site developer does not understand the structure of their information, how can the user?
  • Decisions:
    • Breadth vs. Depth
    • Logical Grouping vs. Flat Structure
    • “Chunking” (Short Pages) vs. Articles
    • Static vs. Dynamic Web Pages
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Difficulty in Navigating
the Web Site
  • Can the user FIND  appropriate information on your web site?
  • Decisions:
    • Uniformity vs. Uniqueness
    • Logical Navigation arises from a logical Web Structure
    • Is the site “Bobby” (ADA) compliant?
    • KISS Principle!
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Poor Graphic & Layout Design
  • Does the site use good graphic and layout design, or is it just “flashy”?
  • Decisions:
    • Color scheme, typography, etc.
    • Maintaining graphic “integrity”
    • Consistency on element placement
    • Compatible with the user’s visual tendencies!
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Inappropriate Content
for Audience
  • Does your site “reach” your intended audience(s)?
  • Content is irrelevant if the user doesn’t stay on the page
  • Decisions:
    • What is “tone” of the site?
    • How will multiple audiences respond?
    • How can the site “shape” behaviors?
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Lack of Attention to Details
  • Mechanics, mechanics, etc.
  • Academic sites MUST model good use of language, spelling, grammar, etc.
  • Decisions:
    • Language of the user (English vs. ??)
    • Globalization of site…
    • Display & Browser issues
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Lack of Content Currency
  • The core of an class support web site!
  • Must be revised or it becomes irrelevant…
  • Decisions:
    • How maintained (FP2K, HTML, etc.)
    • Limited access to class members
    • Timeliness of content for discipline…
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Broken or Inappropriate Links
  • The constant problem with web sites — external sites change & so must your links!
  • Decisions:
    • How do you check your links?
    • How often do you check links?
    • Maintaining vigilance on external content
    • Content becomes out-of-date
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Gratuitous Use of
“Bells & Whistles”
  • Remember, animation is a “pre-potent” web page element!
  • Animation and activity is, by itself, neutral; the value comes in “the details”
  • Multimedia is GOOD when it enhances the message!
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“Bells & Whistles” (Cont’d)
  • Decisions:
    • When do animations enhance your site?
    • Should you use GIF Animations, JavaScript Animations, or Flash?
    • When is video needed and justified?
    • What requirements does the use of multimedia require a certain browser and/or plug-ins?
    • What is the effect on bandwidth?
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Web Sites as
Showcase for Designer
  • The difference between “vanity” sites and good class support sites lies in usability!
  • Does the site promote content or just show off the latest web “widgets” and techniques?
  • Basically, for whom is the site designed?
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Web Sites as Showcase for Designer
  • Decisions:
    • Does the site focus on the information needs of the user?
    • Do the techniques and “do-dads” contribute to the viewing experience?
    • Have “good” elements been misused and/or abused?
    • Do users have the bandwidth with which to view the page?
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Sites “Under Construction”
  • While a necessary transition, some sites never are finished!
  • Placeholder pages may be required for a “good” web site architecture, but should you define them if you can’t support them?
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Sites “Under Construction”
  • Decisions:
    • Can your web editor perform some update tasks automatically at specified intervals?
    • How much functionality can a class support web site include within the full responsibilities of the faculty member?
    • What is reasonable?
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Some Final Thoughts…
  • Let’s examine a couple of overall techniques for maintaining “good” web sites…
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Determining User Characteristics
  • Developing a web site must be based upon certain assumptions, such as:
    • Browsers to support
    • Languages to support
    • Time Zone issues
    • Operating Systems
    • Technologies that can be used
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User Characteristics (Cont’d)
  • An example: SiteMeter
    • A free web monitoring service at
      http://www.sitemeter.com
    • Provides weekly reports of web and page “hits”
    • A very usable function for determining the characteristics of your visitors…
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Checking your Links
  • Maintaining links must be a scheduled task, not an afterthought!
  • Options vary from the simple (and cheap) to the sophisticated (and expensive)
  • Some options…
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Contact Information
  • For more information, and/or to exchange your thoughts and ideas, use the following…
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Gerald Boerner, Group Leader
  • APU Office
    • (626) 815-5322
  • Email
    • Jboerner@apu.edu or
    • Jboerner@boerner.net
  • Web Site
    • http://www.boerner.net
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Other Followup Mechanisms
  • To receive more information, you may sign up for mailing lists, online message boards, etc. at:
    • http://www.boerner.net/syllabus
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Using Technology in the Classroom
  • The following schemas present a framework for examining the adoption of technology into the Teaching/Learning Process
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Classrooms & Technology
  • For sake of discussion, we identify five general types of classrooms as they relate to the use of technology, especially web-based technologies
  • For each type of classroom, we will examine the general approach & the types of technologies used…
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The Five Classroom Scenarios
  • “Low-Tech”, Traditional Classroom
  • Technology-supported Classroom
  • Hybrid Classroom
  • Web-supported Classroom
  • Online, Web-based Classroom


  • Let’s take a closer look…
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Scenario #1
  • The “Low Tech”, Traditional Classroom
    • More traditional lecture methods, discussion groups, hard copy handouts, etc. characterize this classroom
  • Technologies:
    • In office, materials may be prepared via computer
    • Classroom presentation via overheads
    • TV/VCR and Overhead are “technology”
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Scenario #2
  • Technology-based Classroom
    • Technology is used to present classroom materials (PPT, Simulations, etc.)
    • Communication via e-mail
    • Syllabus may be posted on web site, from word processing documents
  • Technologies:
    • Computer-based presentations, email, etc.
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Scenario #3
  • The Hybrid Classroom
    • Face-to-Face Lectures, Discussion Groups
    • Presentations via Computer, Online, and/or Paper
    • Communication via email, Threaded Discussion Webs, etc.
    • Syllabi AND assignments presented via web pages
  • (Cont’d)
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Scenario #3 (Cont’d)
  • The Hybrid Classroom (Cont’d)
    • Testing from computer-generated tests and delivered either via paper or online
  • Technologies:
    • Email and Web Browser essential
    • Some course materials “exported” to HTML format
    • Web becomes essential part of class
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Scenario #4
  • The Web-Supported Classroom
    • Face-to-Face interactions and information sessions (“Lectures”) are used when appropriate
    • Online lecture materials (PPT) and content (“Streaming”) used for class preparation
    • Most materials (syllabi, assignments, etc.) delivered via web pages
    • (Cont’d)
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Scenario #4
  • The Web-Supported Classroom (Cont’d)
    • Threaded Discussions and Chat-type Sessions are integral
    • A “wrapper” online delivery systems like Blackboard.com or eCollege.com are used to create the web-supported environment
    • HTML-friendly programs are used to prepare materials (MS Office, etc.)
    • (Cont’d)
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Scenario #4 (Cont’d)
  • The Web-Supported Classroom (Cont’d)
    • Online assessment, grade book, etc. takes the course outside of the classroom walls
  • Technologies:
    • “Wrapper” programs for online course management
    • HTML-based materials
    • Email & Web Browsers (with Plug-ins)
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Scenario #5
  • The Online Course
    • This course is delivered via the web with little or no Face-to-Face contact
    • Online, Course Management Environment is critical
    • Support Essential for developing course, maintaining server hardware & software, and keeping the course up on a 24/7 basis
    • (Cont’d)
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Scenario #5 (Cont’d)
  • The Online Course
    • The Advantages:
      • “Anytime, Anywhere” Learning
      • Fits into the schedule of the student
    • The Disadvantages:
      • High impact on teacher for both preparation and delivery — up to 10 times the work!
      • Lack of personalization for the students AND teacher — Personality Style Interactions
    • (Cont’d)
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Scenario #5 (Cont’d)
  • Technologies:
    • Online Delivery Systems
    • Online Communications, Testing, Materials Delivery, etc.
    • Classroom Presentations using both Static (PPT) and Dynamic (“Streaming”) media
    • New Teaching/Learning Paradigms
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Some Teacher Characteristics
  • Examine Yourself on these dimensions:
    • Structured vs. Unstructured Approach
    • Constructivist vs. “By the Book” Approach
    • Interactive vs. Lecture Modes
    • Textbook-based vs. Discovery-based
    • Individual vs. Group Oriented
  • These teaching styles will determine the most appropriate scenario…
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Questions & Answers