Team Tech Grads - Group Critique I (revised)

Instructional-Design Models

There are many Instructional-Design models, but many appear to be based on the ADDIE model with the phases of analysis, design, development, implementation, and evaluation. Reigeluth (1999) explains that, instructional theory describes a variety of methods of instruction through offering information concerning seven basic modules for facilitating the essential types of learning. The website, Naturalmath.com uses many of the modules in order to convey its learning objectives.

First of all, module one, kinds of learning takes place because, in the multiplication models, Natualmath.com is encouraging the learner to identify and apply the concepts of multiplication in order to strengthen their learning and retention therefore providing a cognitive motivation in the retrieval of and mastery the basic math facts in multiplication.

Another module used is concept classification and the nature of knowledge. Robert Gagné (1985) has shown that concepts are the building blocks for most of the cognitive capabilities we possess and how principles describe changes in things. Those things are concepts, which are simpler components of the principle and must be mastered before it is possible for a learner to master the principle. For example, in the multiplication model of Natualmath.com, the developer uses several techniques such as time and money as a smaller concept in mastering the principle of multiplication.

Lastly, the module of invariant tasks. In the multiplication model of Natualmath.com, the developer uses task such as symmetry and fractals in order for the learner to associate the basis of multiplication.

Design

Website design and presentation is just as important as the actual content in many ways. It has to look appealing, fun, and engaging in order for the targeted audience to take time to review the content. According to Tracey L. Leacock and John C. Nesbit of Simon Fraser University, “Effective presentation design can increase cognitive load, which can contribute to learning and schema development, where as poor presentation design can lead to increased extraneous cognitive load, which will reduce the capacity available for other cognitive processing” (2007). It is a very fine balance that one must obtain when designing educational webpages.

After reviewing Natural Math’s Multiplication Models webpage, the overall appearance is very inviting. The simple colors and graphics are geared more for the elementary level, but the design is clean and neat for any grade level. The layout makes it easy to navigate the website immediately upon visiting. Each model has a different color, so a student can clearly see each mathematical model title and picture. The titles are bolded and about size 18 font, but the explanation text is not properly laid out in some places, which makes it somewhat challenging to read at younger grade levels. However, the amount of text to graphics is proportionate to the lay out of the page.

The graphics are eye pleasing and without a doubt clearly displays the appropriate math model. There is a combination of fun cartoon and real world photographs, which increases the interest to the page. The graphics are complimenting the overall design quite nicely and draws in the learner to the content.

Usability

The directions for the website as a whole are missing. The About Us page is a short message from the creator about her definition of “natural math”, but there are no directions for using the site. There is also a link to a blog, but it does not solely address the Natural Math website. In fact, very little about the website was found on the blog. Under the community tab, there are more clear directions from individual contributors who post content with explanations. The readability of the website is questionable, because its intended audience is not clear. The site’s resources seem to be aimed at younger children, but any of the text found on the page is written for adults who are teaching the children.

The usability of the website was tested with Firefox, Internet Explorer, and Google Chrome. The links for the free registration work until the user submits the information, resulting in a blank white screen and registration does not complete. Otherwise, the links of the website are functional. The functions of the resources are not intuitive. The models and pictures posted are sometimes arranged into categories, but the information to go with the models is incomplete or missing. The community page is not very organized, as anyone can post anything anywhere.

Some of the features, such as LOLmath for illustrating math jokes or the animated snowflakes, can engage learners. However, the concept or skill addressed is not clear in these activities. Charles Kelly (2000) lays out the guidelines for a successful educational website. Developers must ensure that the website 1. Is useable 2. Has something the visitor wants 3. Doesn’t waste the visitor's time and 4. Is not irritating (Kelly, 2000). The Natural Math website as a whole may not meet all the criteria in regards to usability.

Credibility

Credibility is important when selecting instructional resources and the Educational Software/Website Effectiveness Survey emphasizes age appropriateness as one of three key educational components when evaluating websites to be used in the classroom (Furner & Daigle, 2004). When looking at the multiplication models presented on NaturalMath.com determining the intended audience can be tricky. While the graphics may appeal to an elementary school audience much of the content presented is appropriate for older students. The number line multiplication model presented on NaturalMath.com for example, uses a thermometer to show 6 x -1/2 = .3. According to the Texas Essential Knowledge and Skills (TEA, 2006) Texas students do not apply multiplication to decimals, fractions or integers until grade seven.

Accurate content is also major component of credibility. Several of the models presented on NaturalMath.com are missing the number sentence that explains the visual model so students may not understand how the model represents multiplication. Not only are some of the models incomplete but there is virtually no text to explain the models. Research by Elspeth McCKay (1999) suggests that graphics when accompanied by textual learning material have a positive impact on learning. The area model is the only model with accompanying text and unfortunately it contains grammatical errors. Because students are the intended audience there should be some explanation of how a model represents multiplication when it cannot be explicitly learned from the number sentence. This further illustrates why the number sentence is needed with each model.

Important information that would add credibility to NaturalMath.com is also missing. The website credits Maria Droujkova as its author but does not list her education credentials, provide contact information or provide academic references for the material presented. With further research users can find that Maria Droujkova holds a doctorate in math education and has spent several years developing programs to help people learn mathematics. The quality of the multiplication models vary depending on the submission which could be from Maria Droujkova (the assumed author of those submitted by MariaD), teachers or students as no information is given about their authors. Though teachers may find information on NaturalMath.com useful they will have to use outside sources to validate its credibility.

Learning Process

“Learning objectives (often called performance objectives or competencies) are brief, clear, specific statements of what learners will be able to perform at the conclusion of instructional activities. Learning objectives stem from course objectives; course objectives are broad statements reflecting general course goals and outcomes, while learning objectives are targeted statements about expected student performance. Generally, learning objectives are competency-based as they designate exactly what students need to do to demonstrate mastery of course material. With this in mind, learning objectives are always stated in terms of student outcomes” (Mandernach, 2003, para 1).

There are no clear learning objectives as stated in the Texas Essential Knowledge and Skills or the Common Core State Standards, which are, required in most, if not all, educational lesson plans. Naturalmath.com does not describe what the user will be expected to achieve as a result of completing a models.

Naturalmath.com does offer the opportunity to receive feedback on most all of the educational items offered on the website. Answers that are submitted will receive correct or incorrect notifications, but there is limited feedback offered with no explanations for incorrect answers.

References

Baturay, M. (2008). CHARACTERISTICS OF BASIC INSTRUCTIONAL DESIGN MODELS. Ekev Academic Review, 12(34), 471-482.

Furner, J. M., & Daigle, D. (2004). The educational software/website effectiveness survey. International Journal of Instructional Media, 31(1), 61-77. Retrieved from EBSCOhost

Gagné, R.M. (1985). The Conditions of Learning and Theory of Instruction. New York: Holt, Rinehart & Winston.

Kelly, C. (2000). Guidelines for Designing a Good Website for ESL Students. The Internet TESL Journal, 6(3). Retrieved from http://iteslj.org/Articles/Kelly-Guidelines.html

Leacock, T. L., & Nesbit, J. C. (2007). A Framework for Evaluating the Quality of Multimedia Learning Resources. Educational Technology & Society, 10 (2), 44-59.

Mandernach, B. J. (2003). Writing Quality Learning Objectives. Retrieved April 1, 2012, from Park University Faculty Development Quick Tips: http://www.park.edu/cetl/quicktips/writinglearningobj.html

McKay, E. (1999). An investigation of text-based instructional materials enhanced with graphics. Educational Psychology, 19(3), 323.

Reigeluth, C. (1999). Basic Methods of Instruction. Instructional-Design Theories Site. Retrieved from http://www.indiana.edu/~idtheory/methods/methods.html

Texas Education Agency. (2006). Texas essential knowledge and skills for mathematics, subchapter B., mathematics. Retrieved from http://ritter.tea.state.tx.us/rules/tac/chapter111/ch111b.html