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Copyright © Houghton Mifflin Company. All rights reserved.9-3 Knowledge Of Design n Knowledge as design consistent with constructivist perspective n Knowledge as information - learning as transmission n Knowledge as design - knowledge adapted to a purpose u Does learner have an idea how knowledge might be used?
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Learning From Student Projects
Mark Grabe
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9-2
Using Design As A Unifying Theme
Knowledge as design Design projects Designing a project as a way to
facilitate the design of personal knowledge.
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9-3
Knowledge Of Design Knowledge as design consistent
with constructivist perspective Knowledge as information -
learning as transmission Knowledge as design - knowledge
adapted to a purpose Does learner have an idea how
knowledge might be used?
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9-4
Design Of Hypermedia Student authored hypermedia
represents one type of design project.
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9-5
Hypermedia Design Principles
Content organization Graphic design Text presentation User interface
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9-6
Content Organization How will user experience content?
Sequence Control
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9-7
Organization - Sequential Linear organization of elements of
information User moves forward or backward
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9-8
Organization - Hierarchical Categories and subcategories Follow branches up or down
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9-9
Organization - Web Complex organization of links User typically can follow multiple
links
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9-10
Graphic Design Appearance and arrangement of
screen elements
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9-11
Screen Layout Place and group objects to assist
the user
A grid is one way to maintain consistency
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9-12
Grid
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9-13
Grid With Information
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9-14
Buttons Locate near edge unless impact
object appearing within the display
Group buttons serving similar functions together
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9-15
Text Do not abandon grid because text is
presented Position segments of text for easier
viewing Avoid lengthy segments of solid text if
possible
Use multiple fonts and styles sparingly Be aware that the fonts available may
vary across computers
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9-16
Interface and Navigation Allow user to interact with
information What information is available What actions are possible
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9-17
Interface - Menus and Maps
Menu - list of topics
Map - list of topics and main links among components
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9-18
Interface - Buttons Offer actions to user
Author establishes options User decides when actions are
taken
Establish clear expectations Descriptive words Standard icons
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9-19
Cooperative Design Teams Cooperative learning - students work
together to help each other learn
Principles Team rewards - recognition for team
accomplishment Individual accountability - team success
based on individual accomplishments
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9-20
Cooperative Methods Techniques of greatest relevance
Task specialization - individual students have unique roles in accomplishing group task
Group investigation - group project resulting in summary report
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9-21
Hypercomposition Design Model
Adaptation of writing process approach (Lehrer) Planning Transforming and Translating Evaluating and Revising
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9-22
Design - Planning The design group
Defines major topics of interest Work out how group will function Establish possible format for
presentation
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9-23
Design - Transforming and Translating
Collect or create information Generate knowledge
Organize, summarize, and interpret
Generate publication
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9-24
Design - Evaluation and Revision
Test software for problems Evaluate quality of communication Make adjustments as needed
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9-25
Helping Students Design Knowledge
Perkins -- few opportunities to engage in works of mind Mostly “learn what practitioners
say rather than doing what practitioners do”
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9-26
Apprenticeship
Teacher functions to introduce learner to the scholarship of an area Model first and then coach
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9-27
Student Web Projects
Consider a “minimalist” approach Learn essentials and use
repeatedly
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9-28
Web Page Components Multimedia elements (text,
graphics, sounds, etc.) HTML - hypertext markup
language tags Links to other pages
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9-29
Methods for Constructing Web Pages
Specialized authoring software General products such as Adobe GoLive,
Macromedia Dreamweaver Word processing program
Save As … HTML Authoring software for students
SiteCentral, MediaBlender, Ezedia
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