Artifact+6

Stroudsburg Media Center Wiki

This Stroudsburg Media Center Wiki Project can be downloaded in PDF format.





Wiki Information __http://stroudjhslib.wikispaces.com__ **Email :** mbickart@sburg.org **Email :** stroudjhslib@yahoo.com

Summary of Learner Needs and Context Needs Client requests a wiki page to use with both faculty and students as a central location to get information pertaining to the Media Center/Library at the Stroudsburg Junior High School.

Essential Questions What are her expectations? What would she like us to do? What does she need to know how to do? How will the Wiki be maintained? What resources does she have available for help?

Problem Analysis - Needs Assessment **Desired Status : What would you like the Wiki to accomplish?** Mary would like the Wiki to be more exciting, visually appealing and organized than what they currently have.

**Actual Status : What does your current system offer now and where is it lacking?** Current system is lacking versatility, organization, ease of use, and ease of updating and adjusting.

**Who are the users?** Both Jr. High students and their teachers. Students are 8 th & 9 th grade (13 – 15 YO).

**In what context will they be using the Wiki?** Academically, for research as well as studying.

**Who will be maintaining the Wiki page?** Mary, and possibly a responsible student(s) in the future.

**How computer literate is the Wiki Admin?** Mary – Not scared of technology, but not yet completely immersed in it either. Willing to learn. Likes to poke around and figure things out a little on her own. Prefers written instructions or being shown rather than a tutorial (video).

**What kind of learner is the Wiki Admin?** Mary described herself as a visual and aural learner who prefers to have instructional information in front of her in the medium of paper or handouts.

**Would the Wiki Admin rather have a written guide or some other format of instruction for maintaining the Wiki?** Mary would prefer a written guide to refer to, perhaps an organized binder of instructional information that she can add to as she learns new web 2.0 tools that can be used in conjunction with the wiki or that can be used on the wiki. The instructional guide we supply should probably contain more than just wiki info.

Links to web 2.0 tools Help guides that pertain to all tools/widgets we use on her wiki. Specific account names/log-ins for her laid out in an organized manner so she has them to refer to when she needs them.

**What is the problem being addressed by creating the Wiki?** Mary would like the information presented in a more organized, visually appealing, easy to use way than what they currently have. She would like the information organized in a tech savvy way while maintaining an academic feel. She would like to create a centralized location for students when doing research.

**Will the development of a Wiki solve the problem?** Yes, if done the correct way. The wiki offers ease of use, and ease of editing (once the initial learning curve has been reached). The Wiki can be laid out in an organized fashion according to Mary’s desires and should implement both the technological aspect as well as the visual appeal.

**Are there established goals that the Wiki should help achieve?** Mary would like to enhance her web 2.0 skills and knowledge base. Mary would like to create an easier research medium for the students to navigate. Mary would like a more easily edited web space. Mary would like a visually appealing, bright, colorful, yet academic web space.

**What specific tools do you want available to the learners?** Destiny Catalog Subscription Databases Access to other librarys Access to Library specific PDF’s and links Easier layout of information (than current page of links)

**What do you want the learners to be able to do, via the Wiki?** She would like us to find a way to enhance what is already there so that the students will use the resources she is presenting to them, rather than doing random google searches and not being able to verify the validity of their sources. (This could be assisted by creating a page in the navigation pane about finding/using appropriate web sources).

**What skills can we expect learners to be fluent in (computing, word processing, PPT, etc)?** Computing Word Processing Microsoft Office (Somewhat) Web Savvy

Task Analysis **Instructional Goals** Ms. Bickart will manage the Wiki with confidence. Students/Learners will demonstrate effective use of the media center Wiki to identify available resources. Students will engage in using the Wiki for appropriate research techniques due to the ease of use. Students will remain engaged in using the resources available on the Wiki based on its visual appeal. Ms. Bickart will manage the Wiki with confidence.

**Instructional Objectives** Ms. Bickart will manage the Wiki with confidence. Ms. Bickart will be able to add, remove and edit pages effectively Ms. Bickart will be able to add, remove and edit hyperlinks effectively Ms. Bickart will be able to add, remove and edit link buttons effectively Ms. Bickart will be able to upload and/or embed images, videos and files easily Ms. Bickart will be able to manage and administer the Wiki with confidence Ms. Bickart will be able to locate additional help resources for the Wiki easily

Domains of Learning **Intellectual Skills** Ms. Bickart will have to manipulate the information she has to accommodate any required updates or changes to the Wiki. She will need to apply problem-solving skills in the event a portion of the Wiki is not functioning properly.

**Psychomotor Skills** Ms. Bickart will need to effectively manipulate the information on the Wiki to accommodate changes on an as-needed basis, via instructional resources and common knowledge that she will need to learn independently.

**Objectives** Add, remove & edit pages effectively Add, remove & edit hyperlinks effectively Add, remove & edit link buttons effectively Upload and/or embed images, videos and files easily Manage and administer the Wiki confidently Locate additional help resources for the Wiki easily

**Classification Level of Bloom’s Taxonomy** //Cognitive:// Knowledge Application Comprehension

**Justification** Requires a combination of skills. Problem-solving tasks.

**Assessment** //Checklist// – verifying skill set through practical one on one demonstration of competency.

Formative Evaluation I chose to have the participant do the questionnaire while I observed. I gave her a brief overview of instructional design and the process before starting. I answered her questions as they were presented and discussed the completed questionnaire at the end. We revised our design as needed and no further review was required.

Participant Instructions for Formative Evaluation Organization

Could you find everything? Did the writing make sense? Did the organization make sense? Please give any examples of what worked and what did not.

Accessibility How was the narrative? Could you read it? How was the font size? Easy to understand? Difficult to understand? Did the instructional materials make sense? Were the different materials labeled in such a way that they made sense?

Meeting your goal What did you learn? Please summarize what you did. What did you find valuable? What could be improved.

Group Project Evaluation **//Group Members//** Paul Flynn - Group Facilitator Jill Nobles - Designer Brittany Anthony - Compiler/Typer Millie Casillas Alyssa Bolante

Paul Flynn – Group Facilitator Paul was very organized in his approach. He managed to keep portions of the project on task, and consistently maintained communications with the group members and the client via Mavenlink. Paul helped try to redirect the group members when they became side tracked. Paul acted as a direct liaison with Mary at the library. Paul contributed significantly to the group both in a leadership role and as a primary worker offering and compiling a lot of the paperwork. It should be noted that Paul acted professionally and was prompt, arriving early for our initial meeting with Mary.

Jill Nobles – Designer I designed the wiki from top to bottom, and designed the initial informational packet for Mary. This packet was later revised and other group members made changes once the responsibility was handed off to them. I primarily conducted the initial meeting with Mary. I prepared a list of about 20 essential questions, compiled from the Dick & Carey book. I emailed this list to all of the group members, suggesting they should add their own questions to the list as well and be prepared for our meeting. I did not actively participate in a lot of the paperwork, as I was busy with the design portion, however I did contribute.

Brittany Anthony - Compiler/Typer Brittany did the majority of the typing, and compiling. She was very organized and responsive throughout the process when anyone had questions or comments.

Millie Casillas It is my understanding that Millie created the surveys that we will be using for the assessment. I am not sure if these surveys were submitted anywhere or used yet, but I am told they were created. I have not seen these. Millie had some problems with group participation during the couple of times that I was in class during our group time.

Alyssa Bolante I do not know what Alyssa did. Alyssa did not comment or contribute on Mavenlink at all.

Comments: I was a little disappointed when I arrived at our initial meeting (later than I wanted to, but still 15 minutes early) and found that Paul was the only one there. Paul and I sat with Mary for just about an hour before the other group members showed. I was some what annoyed by their lack of professionalism, and the extent to which they were unprepared. During this initial interview, I gave several opportunities to the other group members to ask questions, but none of them had any prepared. In addition, Paul recorded the meeting on his iPad and I took notes, but to my knowledge, no one else had anything written down when we left the meeting.

It’s probably not completely fair for me to say this, but it needs to be said. If this were a “real-world” experience and our group was interviewed for a project like this, and I was the client – I would NOT have hired us. The initial meeting with Mary should have been more prepared. The group should have met prior in order to discuss and brainstorm ideas. Instead, during the interview with Mary, several people were shouting out ideas and “fluffy” stuff we could add to it to make it better, without consideration of time, usefulness, or even necessity. Had we prepared these ideas prior to the meeting we might have had a better understanding of the time restraints and what was/was not possible. I feel this “random brainstorming” during the meeting got Mary’s hopes WAY UP, which may have resulted in her being disappointed in the final product. As the sole designer, I knew at the meeting that it was not feasible to apply all of the suggestions that were made, but I didn’t know how to approach the subject while Mary was sitting right there in front of us. There should have been more structure to our project.

Though I feel Paul did an EXCELLENT job, I do not think our group worked together much at all. To my knowledge, the meeting with Mary was the only time we meet outside of the class. There was continuous confusion about who was doing what and what it was they were going to do. In an effort to lessen the confusion, I just kept my nose out of it and worked on the design. The Mavenlink system was great. I thought using this system was very helpful, especially since I missed classes and group time during classes. Mary was great the day we met her, but keeping up communications with her was very difficult. I know Paul and I both emailed her quite a bit and to my knowledge, she emailed me more than anyone. I think her busy schedule made it hard for her to take an active role in guiding us to her needs, which is probably a common thing in similar situations

Overall, I think we were somewhat successful in attaining our goal, but I think we were very disorganized and as is usual in most student group projects that I have participated in, there were a couple people who did the majority of the work and a couple people who I couldn’t say at all what they did. If this were a “real world” scenario, I would have needed at least four more weeks to feel confident about the end-product. I also would have held more meetings with the group outside of class (and without Mary).