Blogger Pages Vanished!

I have had a slightly frustrating couple of days fighting Blogger's updated and classic interfaces. (Warning: make sure you are ready to switch to Blogger's updated interface before you do, because switching back can be a major hassle!!) I am preparing a workshop over Blogger for a Winter Term course. Since there is a push to the new interface, I wanted to be able to demonstrate the differences between the interfaces during the workshop. This way the students would not be caught off guard if Blogger switches permanently.

In retrospect, I should have known this would be more of a hassle than I first anticipated. I have a personal Google account as well as an Educational Google account, so I assumed having one account on Blogger's new interface and another on the classic would not be a problem. However, I recently linked my personal account with my Google+ profile. Of course I had previously decided that I would be using my personal account during the workshop, since I would be able to walk through the entire process with them (accepting the blog invite, the steps required for setting up a Blogger account). When I attempted to revert to the old interface on my personal account, I was informed that since my Google+ account was linked, reverting was impossible. Long story short, I reverted my Work Google account to the traditional look. However, when I went into the demo website's editing layout and attempted to add pages, it was unavailable. (Ensue major headaches and scrambling)

I knew that the issue had to be related to the Classic interface playing nicely with the New interface, so I finally decided to switch both accounts to the new interface to find the problem.

Here is what happens....


Once you switch to Blogger's updated interface, there is a drop-down menu associated with the post list icon on the dashboard.

1. I selected pages from this list.

2. Which redirected me to the pages options page...

3. Under Show pages as, Don't show is the default setting.

Once I switched to the old interface, these options remained saved for my blog. When I went to the design tab and attempted to add the pages gadget, Blogger informed me that the gadget had already been added. But my pages gadget was nowhere to be found!! (Gasp! Ensue more head scratching)

Word to the wise... to avoid loosing the ability to access the pages gadget, make sure to pick the correct Show pages as option in the new interface before switching back to the classic interface.

From Paper to Internet

Summary
The article introduces the concept of moving from a paper prototype to web-based instruction. Servers, browsers, and other basic information is explained to first-time users. Individuals have a two main options for creating web-based instruction, since the Internet was not developed to provide feedback.
Designers can:

• Create a player/plug-in (or buy one)
• Include scripts in HTML
• JavaScript
• Java
• Perl
• PHP

Another consideration that Designers must keep in mind, is whether the instruction will be purely between the Learner-computer or if the computer will merely be a mediator between Learner-instructor. The chapter continues to outline the different formats for delivering information to students. The sharing of basic files (through email, course delivery tools, home-brewed delivery), sharing of hyperlinks (website), instructor-learner interactions (discussion boards, chat), or learner-computer interactions (online tests or quizzes).

Creation of templates and rapid prototyping are discussed. Frick & Boling break down usability testing:

• Find (new) authentic subjects
• Determine authentic tasks
• Consider authentic conditions
• Create a test plan and hold a pilot session
• Conduct the session
• Analyze the results
• Decide if another round of usability testing is needed

Thoughts
The majority of the information presented in chapter 5 & 6, was information that I was already aware of. Some of the issues presented, such as deciding what kind of interactions the designer intends, are important to define. However, I feel that most individuals reading this book should be aware of all of the concepts presented at the beginning of the chapter. The process of usability testing is always helpful to have laid out in a nuts and bolts kind of way.

~Mikah

Resources
Frick & Boling (2002). Effective Web Instruction (Chapters 5 & 6)

Prototype Fun!

Chapter 3 & 4 of Frick and Boling's Effective Web Instruction focused on preparing, testing, and assessing a paper prototype. As Frick and Boling state, "Your prototype is an approximation of what the instruction might eventually be, and it should contain enough of the essential elements that it will allow students a chance to learn" (p. 19).

Four distinct cases are discussed when determining effectiveness of instruction in mastery vs. nonmastery using pretests and posttests.

1. Student Nonmastery = Student Mastery
2. Student Nonmastery = Student Nonmastery
3. Student Mastery = Student Mastery
4. Student Mastery = Student Nonmastery

As you can see in case 2 and  3, the instruction failed to influence the students. In case 3, the student has already achieved mastery of the subject, thus instruction was unneeded. In case 4, the instruction can be viewed as failed, since it resulted in a student who had demonstrated mastery in the pretest falling to nonmastery at the posttest. The ideal situation is case 1, where a student displayed nonmastery at the pretest and mastery at the posttest.

After discussing the pretests and posttests, compiling of the prototype is discussed. The general consent is that enough information should be provided to effectively test usability. Additionally, several "strands" will be included, specifically the the strand that delves the deepest. Using codes to represent links, and including these codes on tabs within the paper prototype is also discussed.

The actual testing of the paper prototype relies on the evaluator, to provide the volunteer with the paper prototype. The evaluator will document the volunteer's paths, comments while working, and attitude toward the prototype. A pilot session is strongly encourages, to work out the kinks of the entire process. Evaluators should be aware of techniques regarding noncommittal responses, prompting, and probing. These techniques commonly prove beneficial when gathering information during the prototype testing phase. After the testing phase is complete, the evaluator will go through 5 steps.

1. Assemble Data
2. Identify Patterns
3. Define Problems
4. Diagnose Design Problems
5. Prioritize Revisions.

Typically, information would be compiled in tables and other such formats for ease of comparison. Once the data is compiled, patterns will begin to emerge. The evaluator will identify these patterns as problems in the instructional material. Once all problems are defined, the evaluator then progresses to diagnosing the specific design problem and identifies solutions. Frick and Boling note that the revisions should result in "improved effectiveness of instruction, greater learner satisfaction with the instruction, and better usability of the product" (p. 73).

Thoughts
Prior to this reading, I was extremely critical of a paper prototype. How effective can an out-of-context website be? In my view it is like a book that has been adapted to a screen production, there is always information left out. However, after reading these chapters, I began to understand the benefits of a paper prototype. Common user difficulties and other instructional errors may be noticed before continuing to the actual design phase of the website. A paper prototype may save a lot of time and effort when properly used.

Using a notebook or 3 ring binder to create your rough draft seems feasible and realistic. I am still reserved in the idea that a paper prototype would be needed to discover linking errors and such. I think the actual links and other items should be followed on the computer and tested at great length, but I'm also paranoid about dead-end links. The information I gathered through this reading will be put to use for our paper prototype. The use that I saw for the paper prototype that most directly impacts me is simply for the planning stage of a website. It would be beneficial to have a visual layout and corresponding information for a site before I begin developing it. I am an individual who typically writes a paper before my outline, so I typically develop a mock-up for my own visualization rather than try to break it down into pieces. I suppose I am a "big picture" person.

~Mikah

Resources
Frick & Boling (2011). Effective web instruction: Handbook for an inquiry-based process. Indiana University.

Effective Web Instruction

Frick and Boling (2011) claim that the first step for developing instructional goals is to meet with the stakeholders. Before you can meet with the stakeholders, they must be defined. All stakeholders provide a unique view of the instructional goals. Obscure stakeholders may be just as important as those that are prominent in the process. However, in the end, the designer and your immediate supervisor need to be confident and satisfied.

Once the designer begins actually forming the instructional goals, indicators must be established. Indicators should be measurable and well defined. The learner analysis is an important part of the design process. The question Frick & Boling pose is, "What are relevant characteristics of students that will help determine what instruction may be needed in order to reach the goals?" By completing a learner analysis, the designer will learn what additional instruction may be needed in order for all learners to achieve the desired goal. Context analysis is assessing the instructional environment and determining if any factors should be modified.

Thoughts
This handbook is written in a very helpful way. The terminology and approach to the handbook is helpful for a designer working through the instructional design process. It allows the learner and context analysis to be put into a real-world situation. The way the stakeholders were identified was a very important aspect that is frequently overlooked when creating instructional objectives. (Note: instructional goals = objectives & indicators = behaviors). I look forward to the completion of this handbook. I think it will be beneficial in the way the processes I have come to learn through my classes are combined with real world situations.

Resources
Frick & Boling (2011). Effective web instruction: Handbook for an inquiry-based process. Indiana University.