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Alaa Nyazi 1
Web Design Principles and Theory
Multiple Intelligences theory (MI):
My final website is “Alqalam Learning Institute.” I used a variety of strategies in
instruction in order to maintain learner focus and accommodate different learning styles,
as some students may learn better from a video, while others may learn better from visual
guides. There are many ways for my users to experience the MI theory when visiting
each page and each Multimedia. Gardner’s Multiple Intelligence (MI) Theory is very
useful to provide instruction that meets learners' learning styles. Some students actively
involved in learning processes when the images, videos, and instructions are presented.
According to Gallagher, “Lessons incorporating intelligences is a process of learning how
to use, trust, and interpret each of the intelligence capacities during a task. It involves
knowing, understanding, and teaching by highlighting specific intelligence capacities”
(Gallagher, p. 6). For this purpose it important to know some of these traits when
designing a lesson.
This website is an environment where users can improve their multiple
intelligences when using the blog, the Multimedia, the applications, and the online
games. The integration of MI theory would help them understand and develop the skills
that are being taught easier and more enjoyable. It would also help the visitors get a
deeper look into the lesson and get a better understanding of the topic.
Linguistic Intelligence:
On my website, I incorporated the linguistic intelligence which refers to
“involving a person who is highly auditory, an avid reader, a
storyteller, actively processes by listening, understands diverse vocabulary, a good
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speller, a wordsmith, and may be labeled loquacious” (Gallagher, 2003, p. 2). The About
page and descriptive texts would help the users with this intelligence. When students
watch the videos under the curriculum pages and play the online games on Game page
they will enhance their linguistic intelligence, as they will learn new words.
In addition, the Stories, the Resources, and the Blog pages will help the visitors
with much linguistic information that they can get. For example, the Asaafeer website,
will help learners read and listen to stories. The files, such as pdf, PowerPoint,
worksheets will help the learners read the content. On the Vocabulary page, I created a
video to help learners see and listen to the words. On the Resources page, I embedded my
Padlet page, which contains Padlet wallpaper Multimedia. It contains some websites,
videos, PowerPoint, images for learning Arabic language. This Wall will help users in
their linguistic intelligence as they read the resources, write their comments and ideas,
upload their attachment, and record their voice and video.
Logical and spatial intelligences:
According to Gallagher (2003), the logical intelligence refers to “the thinking
process using induction and deduction to include numeration, abstract patterns, and
problem solving abilities” (p. 2). I think embedding some online boards or posters such
as the one that I used Padlet would help the users logically understand the organized
content. Also, TinyTap games and Make it game would help learners improve their
Logical and critical thinking intelligent. The Resources and Flashcard pages contain
content that would help Arabic learners learn the Math in Arabic language, such as
learning the numbers, Addition, Money, and Subtraction. Moreover, I created an
interactive Newsletter using Scoop.it software under the Resources page, which would
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logically help the users be organized about what applications that they are learning and
discovering. The use of Padlet and Pinterest in the same page would help the users
logically organize and arrange the content.
“Visual spatial intelligence involves an individual who thinks in images.
Subcapacities involve 3-D imagery, perceives patterns, abstract designs, an astute
observer, good at mazes and puzzles, a spatial navigator, has photographic memory and is
an external perceiver” (Gallagher, 2003, p. 3). The use of presentation software on my
website such as Sway, Padlet, Prezi, and Thinglink would help visual learners in their
spatial intelligence. On the Contact page, I used Map for the location, which would help
learners in their spatial intelligence as they can visually see the location. The use of
images and icons on each page, such as About, Gallery, Curriculum, and Resources pages
will help users with this intelligence. On the Vocabulary page, I embedded an image
about Arabic colors, which help learners in their linguistic, logical, and spatial
intelligences because the image is organized. Students can also learn the colors and read
the Arabic color words in English.
Bodily/Kinesthetic Intelligence:
According to Gallagher (2003), “Intelligence in the bodily kinesthetic, shows
subcapacities that involve timing, concrete experiences, grace, precision, physical
performance, motor skills, dexterity, balance, healthy standards, as well as being
energetic” (p. 3). When users will watch my videos, they will make a note, practice, and
use their devices, which would help them in their kinesthetic intelligence. Also, when
instructors of Alqalam learning institute let their students use the files such as the pdf and
worksheets from my website, students will print the files and practice writing the letters
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and words. Students also can read the Arabic stories from my website to the class and act
the stories.
Musical Rhythmic and Naturalist Intelligences:
“Musical rhythmic subcapacities deal with acute responses to acoustic patterns,
sounds, rhythms, and tempos. An individual who has these subcapacities collects music,
sings and plays music, remembers melodies, hums, whistles, is rhythmic, has pitch
sensitivity, drawn to music, responds to music, and able to recognize variations in
music.” (Gallagher, 2003, p. 3). On my website, I posted a YouTube video with sound on
my homepage as an introduction to my website. I think this video will remind the users
with the main purpose of the website. On my Arabic Alphabet page, I posted video with
musical sound to learn the letters on Thinglink. Also, on Game page, I had many games
with musical sounds, which would help the users in their musical intelligence.
“Naturalist intelligence focuses on the recognition and classification of plants,
animals, and minerals, including the mastery of taxonomies” (Gallagher, 2003, p. 4). I
integrated the naturalistic intelligence when inserting a bird sound on the introduction
video on Home page. On the Padlet page, I posted video on how to plant in Arabic
language. Also, the colors on my website are appealing to nature.
Intrapersonal and Interpersonal Intelligences:
The use of my website will enhance the users with the Intrapersonal intelligence
because they will practice, read, watch, discover, and play. Which would give them the
opportunities to build and enhance their personal knowledge of the rich experiences that
they can get from the use of the website; keep them engaged in the lesson, and let them
interact positively with the given learning content. They are actually developing their
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ability to construct and hoard their own self-gained knowledge. Students would use the
library and the Internet, which will push them to analyze and integrate the content of their
work and their personal views and techniques. The Blog page will help users in their
interpersonal intelligence. Students will share articles, reflections, and topics in Arabic,
which would provide more opportunities for them to participate, especially for students
who may be hesitant about speaking out about something in a face-to-face environment,
which would help them also to see different views and perspectives.
Students can interact with each other about class lessons on their own schedule,
and students can easily collaborate on group and class projects. Additionally, students
can share their thinking and reflections about provided topics, connect with students in
other classrooms, share their common interests, and share their news and activities with
their parents and families. Social networking web pages, such as Instagram and Twitter
on the Blog page, let students interact with the online community so they can share,
reflect, learn, and improve their interpersonal skills. Also, students will improve their
reading, writing, and arts skills, as they are willing to share something attractive about
their works, which enhance their verbal linguistic intelligence skills. Moreover, I
provided contact form page so visitors can interact and ask questions or share their
comments.
Cognitive Load theory
“Cognitive load theory (CLT) is an instructional theory developed to
coordinate instructional design and learning procedures with human cognitive
architecture” (Kalyuga, S., & Tzu-Chien, L. 2015, p. 1). This theory refers to the mount
of mental effort being used in the working memory. For this purpose, instructional
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designers need to be aware of the content and multimedia being utilized. The e-learning
environment should let the learners being able to retain the information for the future use.
There are three types of cognitive load: intrinsic, extraneous, and germane. Intrinsic
cognitive load is the effort associated with a specific topic. Extraneous cognitive load
refers to the way information or tasks are presented to a learner. Germane cognitive load
refers to the work put into creating a permanent store of knowledge, or a schema (Pappas,
2014).
In order to transfer the information from the working memory to long-term
memory, we need to reduce the three types of cognitive load (Pappas, 2014). We need to
reduce unnecessary information. Make everything clear to the readers. Make guidelines
for users on how they can use the website. Using different techniques such using images,
videos, audios. Make segments between the content and make it easy to read. For this
purpose, I embedded games and Multimedia to engage the learners with the content,
which would be appealing to the ways they learn best. On the home page I included a
video as an introduction to the website with some texts and links to the important pages
on the website. On each page, I made segments between the texts and the images or the
Multimedia. I had descriptive texts for each image and Multimedia. For example, on
curriculum page, I made segments between the texts and the image. I made guidelines for
users to go to other pages under the Curriculum page. I also used a white background to
let users easily read the contents.
Cognitive Theory of Multimedia Learning:
The assumptions of a Cognitive Theory of Multimedia include: Dual channel,
Limited capacity, and Active processing. Dual Channel refers to people learn by hearing
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and seeing. Limited capacity refers to the limited amount of information that people can
receive at one time. Active processing refers to people get engaged in the learning
process if the incoming information relevant to their previous knowledge.
There are many multimedia principles. One of them is Multimedia Principle,
which says students learn best when pictures and texts presented together. According to
the Spatial Contiguity principle, it is important to make the text and the picture close to
each other. In addition, in the Temporal Contiguity Principle Designers need to make an
audio that explains the visual presentation and place them close to each other. Moreover,
Coherence Principle showed that it is important to remove irrelevant sounds, music,
words, and details from the presentation. According to the Signaling Principle, It is
important to make signals between information.
On Alqalam learning institute website, I considered presenting the descriptive text
with the images and the multimedia. I removed irrelevant information. For visual
learners, I uploaded icons and videos to let the users visually understand the purpose of
my site and help them learn the language with pictures. For example, I uploaded images
on Flashcard page that shows how to write the letters. When creating the video on the
Arabic Alphabet page, I considered adding sound for people who prefer learning by
hearing and seeing. According to the Active processing assumption, when users go to a
vocabulary page, the information will be relevant to their knowledge as they already
mastered knowing the letters. According to the Spatial Contiguity principle, I made the
texts and the pictures close to each other.
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Web design principles:
On my website Alqalam Learning Institute I have nineteen pages. I made the
website easy, readable, clear, friendly, well organized and simple. In the Home and
About pages, I showed the purpose of the website. I considered the headings on each
page. I used Georgia font for the texts to be easy to read on screen. I also used an Arabic
font for Arabic speakers in some places. I considered spacing and grouping. I avoided
unwanted information. I put the most important information for each page. I considered
my audience when building the look of the site, which they are, instructors of Alqalam
learning institute as they will use the website in their classes. My audiences are also
parents and their kids. I considered the consistency when designing the web pages by
making everything match. Heading sizes, font choices, coloring, button styles, spacing,
design elements, illustration styles, photo choices, etc. To avoid the visual confusion, I
did not make the pages crowded with a lot of information and images.
Also, I considered the visual balance of text and links. I used a white background
to let users distinguish the contents from the background. To measure the effectiveness of
tools that I used, I tested the access to all pages, hyperlinks, videos, and multimedia using
The Readability Test Tool website. Also, when I added images, Multimedia, and videos, I
made them perceivable and have some description texts. I organized the website
navigation so the users do not get lost.
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References
Gallagher, B.J. (2003). Multiple Intelligences and Online Instructional Design
Retrieved from http://multipleintelligencesoasis.org/about/
Kalyuga, S., & Tzu-Chien, L. (2015). Guest Editorial: Managing Cognitive Load in
Technology-Based Learning Environments. Journal Of Educational Technology&
Society, 18(4), 1-8.
Pappas, C. (2014, February 5). Cognitive Load Theory And Instructional Design.
Retrieved from http://elearningindustry.com/cognitive-load-theory-and-instructional-
design