La Salle University M.S. Instructional Technology Management ITM 615 Web Design, Usability and Visual Literacy, v3
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INSTRUCTOR
CONTACT INFORMATION
Instructor: Dr. Margaret (Peg) McManus
Location: online
Office Hours: conducted online by appointment
Email: [email protected]
Phone: 215-951-1136
INSTRUCTOR BIO
Collaborative Learning, Collaboration Technologies, Instructional
Technology, IT Leadership are my main topics of interest for both
pedagogy and research. I incorporated Groupware concepts into my
doctoral dissertation, developing a collaborative learning system, in the
1990s. As Groupware has evolved into E-collaboration or Collaborative
Technologies, including Social Networks, I have continued to learn about
and use these technologies, and teach them to undergraduate and
graduate students at La Salle University.
I served as the Associate Provost for Graduate Studies, the Associate
Dean in the School of Arts and Sciences, the Interim Dean of Arts and
Sciences, the Executive Director of Graduate Studies and as a Professor in
the Department of Mathematics and Computer Science, all at La Salle
University.
I hold a Bachelor’s degree in Mathematics from Immaculata University, a
Master’s degree in Computer Science from The Pennsylvania State
University, and a Ph.D. in Computer and Information Sciences from
Temple University. I also participated in the Management Development
Program in the Harvard Institutes for Higher Education.
I enjoy learning more about instructional and collaboration technologies
as they emerge every year. I look forward to working with you!
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COURSE OVERVIEW
This course is a survey course intended to provide learners with generalized knowledge of Web design, aspects of
visual literacy, and usability as well as accessibility concerns. With more online learning opportunities, and
customized learning built into Learning Management Systems, this course will provide learners with an
understanding of usability principles to be able to communicate with Web designers and build their own pages.
Knowledge of file structure and types, images, tables, and use of industry-standard software will be covered.
Learners will gain basic knowledge of HTML in order to develop learning programs online. This course will discuss
how visual media is used to convey messages, both in print and online, and the differences inherent in them.
Learners will finish the course with ample practice in production, selection, and use of visual imagery, associated
software, and file types. (La Salle University 2015-16 Graduate Catalog)
COURSE DATES
The course runs from January 11, 2016 to March 6, 2016 and is conducted as an online class.
Asynchronous meetings and discussions
Synchronous meetings on alternating Monday and Wednesday evenings 7:30 p.m. – 9:00 p.m. Each learner is expected to use a webcam with microphone or headset during the synchronous meetings. If the learner is unable to participate in a synchronous meeting, then s/he is required to view the archived meeting and to respond to a discussion question.
Teams will also be expected to meet online during the semester.
PREREQUISITES
In order to be most successful in this course, you should have successfully satisfied the following requirements:
Use of email
Knowledge of Microsoft Word and PowerPoint 2013
Use of the Canvas Learning Management System
Use of the synchronous conferencing system GoToMeeting or GoToTraining
Use of a screen casting system
COURSE OUTCOMES
At the end of the course, the student should be able to do the following:
Design and develop adaptive learning modules using presentation software
Design, develop and enhance learning modules for visual literacy with color, contrast, grouping, images
and graphics
Apply Human-Computer Interaction (HCI) principles, including usability principles, to web site design
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Design, Implement, test, launch and promote a simple learning management system web site
REQUIRED TEXTBOOKS AND MATERIALS
TEXTBOOKS
Visual Design Solutions: Principles and Creative
Inspiration for Learning Professionals.
Connie Malamed. Wiley. 2015. ISBN 978-1-
118-86356-5
Human-Computer Interaction Fundamentals and
Practice. Gerard Younghyun Kim. CRC
Press, Taylor & Francis Group. 2015. ISBN
978-1-4822-3389-6
Web Design in Easy Steps (6th edition). Sean
McManus. In Easy Steps Series and Format.
2014. ISBN 978-1-84078-625-5
SOFTWARE AND HARDWARE REQUIREMENTS
Software Applications:
MS-PowerPoint, Sway, Wordpress
Screencast-o-matic or other screen cast software
Computer which communicates via the Internet, with additional hardware:
La Salle University M.S. Instructional Technology Management ITM 615 Web Design, Usability and Visual Literacy, v3
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Webcam, Headset or microphone, USB drive
Device (camera or smart phone) to take photos and videos
Please note that learners are expected to use their webcam and microphone or headset in all
synchronous sessions.
SUPPLEMENTARY READINGS
Supplementary readings and web sites will be added to the course web links.
Association for Training and Development (ATD) https://www.td.org/
Educause
Pew Internet http://www.pewinternet.org
SLOAN-C Consortium http://www.sloan-c.org/
Training Magazine https://trainingmag.com/
TECHNICAL SUPPORT
Technical support information will be provided by academic computing, which may be reached by calling
215.951.1860. You may also submit a help request by visiting http://helpdesk.lasalle.edu.
COURSE STRUCTURE
The course is structured with a module for each week of class. You are asked to read the directions and complete
the components of the learning module. For most weeks, the typical learning module format contains the
following components:
Directions for the module
Slide presentation
Readings
Case studies and short problems
Synchronous session materials and exercises
Review of the solutions to the exercises
Lab Activities
Projects
Quizzes
We will meet online, synchronously and asynchronously, throughout the semester. When working online, all
discussions, assignments, conversations, and postings that are scheduled and due in a week’s time are expected to
La Salle University M.S. Instructional Technology Management ITM 615 Web Design, Usability and Visual Literacy, v3
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be competed in that week. The online week runs from Monday 12:01 a.m. Monday to Sunday 11:59 p.m. evening.
If you have a schedule issue, please contact me as soon as possible.
The tentative course syllabus is listed below:
Learning Module/Week
Topic Readings Assignments
Part 1: Designing and Creating Training Lessons
1: Jan.11 –. 17 Introduction to Design Synchronous Session; Participate in discussion – self-introductions in discussion forum
Project 1: phase 1: Identify training topic for which you will make two lessons
Project 1: phase 2: create a storyboard for each of the two lessons
The visual brain: Learning and the use of pictures
Malamed Ch. 1
The design process and methodology: define the problem, research and discovery, ideate, conceptualize & visualize, implement & refine
Malamed Ch. 2
Graphic design toolbox: sketching, image editing, illustration software; use of templates; technical terms
Malamed Ch. 3
Graphic Space – positive and negative space, Layout, Grids, Rule of Thirds, Alignment, Symmetry, Depth
Malamed, Ch. 4
Selecting and Creating images: photographs; copyright issues (guest speaker Rebecca Goldman); graphs; Creating images; Image style; Creating videos
Malamed, Ch. 5
2: Jan. 18-25 Organizing Graphic Space and using Multimedia
Synchronous Session Quiz Project 1: phase 3 Create the training courses: Lesson 1 in MS-Powerpoint; Lesson 2 in MS-Sway;
Formatted Table
La Salle University M.S. Instructional Technology Management ITM 615 Web Design, Usability and Visual Literacy, v3
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Components of design: Type: Typefaces, Legibility and readability
Malamed Ch. 6
Color: temperature, color wheel, harmonies, interactions
Malamed, Ch. 7
Visual hierarchy: explaining concepts, creating emphasis, design
Malamed Ch. 8
Unify the design: unity and wholeness, create visual connections
Malamed Ch. 9
Create contrast: effects of contrast; color contrast, text contrast
Malamed Ch. 10
Group for meaning: Grouping and proximity, enclosure
Malamed Ch. 11
[Learners are encouraged to use the remainder of the book: Practicing Design]
[Malamed Ch. 12-16 ]
Part 2: Designing and Creating a web-based Learning Management System, using Principles of Human-Computer Interaction
3: Jan. 26-31 Human-Computer Interaction (HCI)
Synchronous session Project 2: Create a web-based LMS: Phase 1: Create a storyboard / site map for the LMS/web site
HCI Principles: Know thy user, understand the task, reduce memory load, strive for consistency, remind users, prevent errors
Kim Ch. 1
HCI Guidelines: Visual display layout, Information structuring and navigation, taking user input, users with disability, mobile devices,
Kim Ch. 2
Overview of Web Design: McManus, Ch.1
Planning the site: Purpose, understand the users create a sitemap, domain names
McManus, Ch. 2
4: Feb. 1-7 Human Factors and HCI Design Synchronous Session Quiz Project Phase 2: Implement home page
Human Factors: Information Kim Ch. 3
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processing, perception, ergonomics
HCI Design: Interface selection, wire-framing, design
Kim Ch. 4
Website Content: ideas, writing, images, photos,
McManus, Ch. 3
Website layout: Using a grid, alignment, organization, color, fonts
McManus, Ch. 4
Website: Content Management Systems, WordPress
McManus, Ch. 13
5: Feb. 8-14 User Interface Layer and Developer Toolkit
Synchronous session Phase 32: Design and begin the implementation of the site: Implement the navigation stubs: Announcements page Syllabus/goals page Files (Lesson modules: lesson 1, 2) Learning resources (web links) Special features (imported apps, Calendar)
User Interface Layer: execution framework, processing input and generating output
Kim Ch. 5
UI Development Toolkit: Java toolkit
Kim Ch. 6
Website: Content Management Systems, WordPress
McManus, Ch. 13
Website navigation: layout, groups, menus, icons
McManus, Ch. 5
6: Feb. 15-21 Interactive System Development Framework:
Synchronous Session Phase 43: Complete Continue the implementation of the navigation stubs; Quiz
Interactive System Development Framework: model view and controller
Kim Ch. 7
Website navigation: layout, groups, menus, icons
McManus, Ch. 5
Website testing and launching McManus Ch. 14
7: Feb: 22-28 User Interface Evaluation Synchronous session Quiz
Formatted Table
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User Interface Evaluation Kim Ch. 8
Website promotion McManus Ch. 15
Website evaluation McManus Ch. 16
Web site: HTML, CSS and Javascript
McManus 6, 7, 8
8: Feb. 29-March 6
Future of HCI Kim Ch. 9 Synchronous session; Quiz
Web site: HTML, CSS and Javascript
McManus 6, 7, 8 Phase 54: Complete and present the site; Evaluate classmates’ LMS
Phase 4: Complete and present the site; Evaluate classmates’ LMS
COURSE REQUIREMENTS
PARTICIPATION
Learners are expected to participate fully in the synchronous sessions. Synchronous meetings on alternating
Monday and Wednesday evenings 7:30 p.m. – 9:00 p.m. Each learner is expected to use a webcam with
microphone or headset during the synchronous meetings. If the learner is unable to participate in a synchronous
meeting, then s/he is required to view the archived meeting and to respond to a discussion question.
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LAB ACTIVITIES, PROJECTS, DISCUSSIONS, AND QUIZ DUE DATES
The following schedule provides a synopsis of the course activities. In addition to the projects,
Week Week 1: Jan.
11-17
Week 2: Jan.
18-24
Week 3: Jan.
25- 31
Week 4: Feb. 1-
7
Week 5: Feb.
8-14
Week 6:
Feb. 15-21
Week 7:
Feb.22-28
Week 8:
Feb. 29 –
Mar.6
Synchronou
s session
GTM,
Monday
GTM
Wednesday
GTM,
Monday
GTM
Wednesday
GTM,
Monday
GTM
Wednesday
GTM,
Monday
GTM
Wednesday
Discussion
question
Self-
introduction
If did not
attend GTM
If did not
attend GTM
If did not attend
GTM
If did not
attend GTM
If did not
attend GTM
If did not
attend
GTM
If did not
attend
GTM
Homework
Assignments
, due at the
end of the
following
week
1:
presentation
software
2:
presentation
software
3: HCI 4: HCI 5: Web site 6: Web site
Quiz Quiz on week
1 material
Quiz on weeks
2-3
Quiz on
weeks 4-5
Quiz on
weeks 4-5-
6
Quiz on
weeks 6-7
Project step
mid-week
Identify
Training
topic with
two lessons
(make a
discussion
question)
Project due
at end of
week
(Sunday
night, 11:59
p.m.)
Create
Storyboard
for lesson 1
Create
Storyboard
for lesson 2
Create
Lesson 1 in
MS-PPT ;
Begin to create
Lesson 2 in MS-
Sway;
Sitemap for LMS
website
Create Lesson
2 in MS-Sway;
Design the
web site’s
home page
Ongoing
project work
Implement
the content
and
navigation
Continue
implement
ation
Present
and
evaluate
classmates
Projects
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LAB ACTIVITIES
The weekly lab activities provide a means for the learners to become familiar with a particular aspect of visual and
web design. Activities may include participating in online discussions, finding appropriate examples and critiquing
and improving presentations and web sites. Some lab activities will be completed individually while other will be
completed in teams of two. The teams of two will be formed in the beginning of the term and remain constant
throughout the term. All learners are expected to be responsible members of their team.
PROJECTS
The projects provide a means for the learners to become accomplished with a particular aspect of visual and web
design. There are two projects for the term: 1) Presentation design; and 2) Web-based Learning Management
System.
Project 1: Presentation Design
Goal:
utilize design principles to storyboard and design two training lessons
implement the training lessons using two products: MS-Powerpoint, MS-Sway, o each lesson must include images from an external source, photography, a video and a data graph o each lesson should include voice over the slides using screen casting
Phases:
Phase 1: Identify the training topic for which you will make two lessons
Phase 2: Create a storyboard for each of the two lessons
Phase 3: Create the training lessons
Lesson 1 – MS-Powerpoint
Lesson 2 - MS-Sway Project 2: Web-based Learning Management System
Goal:
Utilize Human-Computer Interaction design principles to storyboard a web-based Learning Management System (LMS)
Implement the web-based LMS using WordPress
Phases:
Phase 1: Create a sitemap for the LMS/corporate training site
Phase 2: Implement the home page
Phase 3: Implement the navigation stubs:
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Home page
Announcements page
Syllabus or Goals of the site
Files (Lesson modules: lesson 1, 2)
Learning resources (web links)
Special features (e.g. imported apps, calendar)
Phase 4: Complete the implementation of the web site and evaluate classmates’ site
QUIZZES
The quizzes provide a means for the learner to check their progress in mastering the course content. Quizzes are
taken as an individual.
LEARNER EXPECTATIONS
Learners are expected to:
Complete all readings, view and listen to slide presentations and/or movies and complete weekly activities and assignments for that week. Each week runs from Monday 12:01 a.m. to Sunday 11:59 p.m. New material will be available each Monday at 12:01 a.m.
Participate actively by asking questions
Contact the instructor immediately if any problems arise that may prevent the learner from completing the weekly requirements.
The instructor is expected to:
Post all course materials and assignments in a timely manner
Make herself available by email and/or online chat for student questions or concerns
Check the course regularly and contribute to the online discussion areas
Provide each learner with timely feedback on their progress in the course
Grade and return all assignments in a timely manner.
EVALUATION AND ASSESSMENT OF LEARNER PERFORMANCE
Participation in synchronous sessions or alternate 10%
Lab Activities 30%
Project 1 25%
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Project 2 25%
Quizzes 10%
ACADEMIC HONESTY
A high level of responsibility and academic honesty is expected from our learners and it is imperative that a
student demonstrates high ethical standards in his/her academic work. Information about Academic Integrity is
posted on the Provost’s channel of the University’s portal at
http://www.lasalle.edu/portal/provost/intprop/AIP.swf. Academic dishonesty includes, but is not limited to,
submission as one’s own work or material that is not one’s own. Plagiarism from the web or from any other
source is unacceptable and will be dealt with under the university’s policy on plagiarism. Learners suspected of
academic dishonesty are subject to disciplinary actions. Please refer to the LaSalle Student handbook.
http://www.lasalle.edu/students/dean/divpub/manuals/sgrrr/docs/sgrrr2007.pdf Learners who are guilty of
plagiarism or academic dishonesty will receive a grade of zero (0) for the pertinent assignment or test. A useful
source about academic honesty is available from the University of Toronto at
http://www.utoronto.ca/writing/plagsep.html.
If you have a question about the authenticity of your work, LaSalle makes available to you a data base service
called “SafeAssign”. You instructor will give you all the information to use it. The purpose of this service is to help
you identify areas where you might improve our writing and source referencing.
COURSE POLICIES
LATE WORK POLICY
It is important to be familiar with the late work policy. Late assignments will be penalized 10% for the first week
late. In the absence of extenuating circumstances, no work will be accepted more than one week late. Therefore,
turn in your work on time to avoid late penalties, to avoid stress, and to get the most from the learning resources.
In the event that an assignment is turned in late, you are required to notify me by email that the work has been
completed. At my earliest convenience, I will then grade the late work and update your grade.
COMMUNICATION
Please be aware that you may send me a message in the Canvas course with a question or concern. Please allow 24
hours for a response. In most cases the reply will be much sooner. I believe that prompt and relevant feedback to
your questions, concerns, and posts is of extreme importance.
Another mode of communication is the synchronous tool (Synchronous session) which allows us to chat in "real-
time" during a mutually arranged appointment.
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ETIQUETTE
Please understand that there is a certain type of etiquette that must be upheld in the class when posting in
discussion areas and when submitting graduate work. To this end, refrain from slang, derogatory language, caps,
and any potentially offensive forms of expression. Hence, when you approach your instructor or other learners
with questions or comments, you should always maintain a professional tone.
GRADES
Grades will be posted in the Canvas grade book within one week after the scheduled due date. Grade book
questions should not be asked before the one week window. Grading Scheme:
Grade Description Score range
A Superior level of competency 94-100
A- Very good level of competency 90-93
B+ Good level of competency 88-89
B Average level of competency 83-87
B- Less than average level of competency 80-82
C Below average level of competency 70-79
F Failure to demonstrate a satisfactory level of competency Below 70
I Incomplete – work not completed within semester
W Authorized withdrawal from a course; this must be
processed by the director’s office.
ASSIGNMENT SUBMISSION
Please be certain to turn work into the appropriate area under the appropriate title.
ONLINE HOUR COURSE EQUIVALENCY
Online Component Learning Hour equivalency (in hours)
Viewing Powerpoints/Podcasts/screencasts/web
sites/videos
16
Synchronous sessions 12
Class lab work or project work 16
Quizzes 2
Total 46
Each week learners will have approximately 2 hours of course material to view: presentations, podcasts,
screencasts, web sites, and/or short videos. Learners will also have a weekly lab activity which includes
approximately 2 hours of work. There is a synchronous session scheduled for questions/answers each week (each
about 1.5 hours in length), along with quizzes during some weeks (.5 hour per quiz). There are two semester
projects that cover all the material from the semester.