Embedded Files
Step 1 - Storyboard, structure, scaffold
Step 1 - Storyboard, structure, scaffold
First steps:
First steps:
- Google Drive - Learning Site Folder - New -
- Google Sites - Publish - web address - anyone on the web - publish.
- 'Storyboard' your learning site first - on large paper or a whiteboard (structure and design to support easy navigation)
- Build header, navigation buttons, and footer on the first page, then 'duplicate page' to make the site building process faster. Storyboard your site first, then build and organise all of your pages using 'duplicate page'.
- You may like to find a learning site or website that you like and model your design and layout on that.
- Aim for 2-3 navigation clicks only to find content.
- Click 'publish' to update your learning site.
Additional Google Sites Resources:
Additional Google Sites Resources:
Create from Drive, Themes, Site Logo, Custom Theme Colour, Page Headers, Sections, Text, Images, Vertical Grouping, Text Tiles in Columns, Responsive Design, Pages and Navigation, Hide pages from navigation, Publishing, Share Externally, Send Feedback, Add to Google Search Console, Upload Files - Google Drive for Google Sites, Embed PDFs and Word Documents in Google Sites, Custom Domain URL (G Suite), Embed Websites and Apps Scripts Gadgets using iframes.
Step 2: Page layout and design
Step 2: Page layout and design
Approaches
Approaches
Online Instructional Design
Universal Design for Learning: On Tki, UDl Guidelines
Multi-modal
Multi-textual
Examples:
Examples:
Year 7 and 8
Year 5 and 6
Year 3 and 4
year 1 and 2
Considerations:
Considerations:
- Know your teacher - name, photo, contact
- Know your class - name, people, theme
- Engagement - age appropriate, personalised, fun
- Navigation - consistent, simplified
- Layout - consistent, accessible, multi-modal, LOs, SCs
- Learning site driving the learning: visible, accessible
Learning through complex texts:
Learning through complex texts:
Texts aimed at different levels to improve understanding...
Accessing different:
- perspectives and points of view
- levels of credibility and reliability
- modes: different ‘types’ of texts - written, audio, visual, symbolic...
Enriches LEARN phase by empowering learners to SELF-SCAFFOLD
- ‘Bootstrapping’ occurs - learners read widely to improve comprehension and understanding for themselves
‘LEVERAGING UP, NOT DOWN’
‘LEVERAGING UP, NOT DOWN’
Using multiple texts and modes with learn create share.
"Scaffolding is placed around the outside of a new building to allow builders access to the emerging structure as it rises from the ground. Once the building is able to support itself, the builder removes the scaffolding."
-Jennifer Hammond
Why Multiple Texts?
Why Multiple Texts?
- More learning requiring synthesis and comparison
- Engaging with the same underlying concept in different texts and contexts facilitates deeper understanding and better transfer (Bransford, 2005)
- Simpler texts can act as scaffolds that “boot-strap” students’ background knowledge (Stanovich, 1986)
- Complementary texts support students to understand a key underlying idea
- Competing texts require students to resolve disagreements and make judgements (cognitively challenging; particularly important in a digital world?)
Multiple texts may be linked by:
Multiple texts may be linked by:
- A topic or theme (e.g. competing or complementary texts related to NZ’s war history etc)
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