Project – LDT WEBSITE391X EDUC

Professor Paul Kim

Submitted by: Brandon Suzuki, Greg Warman

The Mission

• Prospective students’ first exposure to the LDT Program will be via the Program’s website. So it should be great!

• The old LDT website did not optimally communicate the program’s value.

• There was a need for a more user-centric, accessible design with timely and accurate information

Should you agree to accept…

• Design and implement an LDT website fulfilling the following goals:– Attract quality candidates to the LDT program;– Strengthen the connections with and within the LDT

alumni network; and,– Launch in a timely fashion with initial website focused

on prospective students and a second iteration supplementing functionality for alumni.

• Time limit: – It has been attempted by various groups for over a

year, but none have succeeded.– You have 1 month to complete this mission.

The Team

• Team Lead (Project manager) – Piya Sorcar

• Learning designer/Editor – Greg Warman

• Learning designer/Programmer – Brandon Suzuki

• Web designer – Anu Kulkarni

• Administrative support – Debbie Belanger and Brandon L.

The Strategy: ADDIE

• October 2006– OCT 25th – Submit project proposal to Dr. Paul Kim– OCT 26th – Receive permission to work on project– OCT 27th – Informal project kick-start! Review

expectations, roles and responsibilities

Analyze Design Develop Implement Evaluate

The Strategy: ADDIE

ANALYZE - ABCD Model

• Audience– Primary

• “Good fit” prospective LDT students – to excite and inform

– Alignment of Program objectives with prospective student capabilities and interests

– Secondary• Current students – to inform• Faculty – to communicate work/research• Alumni – to network, update, and reconnect• Prospective employers/internship – to inform

ANALYZE - ABCD Model

• Audience– Assumptions re: Level

• Fluent in English• Capable with browser and access to 128K

– Constraint for images/flash

ANALYZE - ABCD Model

• Behavior– Able to explain the program well:

• “Fit”– Objectives– Competitive advantages– Potential outcomes

– Able to get the information needed quickly

ANALYZE - ABCD Model• Condition

– Resources• Graphic design• PM• Content development & editing• Programming• Administrative assistance• Subject Matter Experts

– Support• Program Director• SUSE IT• SUSE Admissions• Stanford IT

– Systems• Web Servers (with SQL & PHP technology)

– Materials• Existing LDT website content• Masters Handbook for course requirements

ANALYZE - ABCD Model

• Degree– Prospective Students:

• Quantity of applications (20% increase in applicants)

• Ratio: Quality of applications to overall number of app’s

– Comparative measure: Last year, this year, and next year.

– Progression

DESIGN - Database

User

Location

Projects

Classes

Organization

ResearchInterests

WorkHistory

AnonymousReviews

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Job postings

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ProjectUsers

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DESIGN – Mock-up screens

ABOUT ADMISSIONS PROFILES OPPORTUNITIES RESOURCES

KEY LINKS

+ Why LDT?+ Typical program+ How do I apply?+ Alumni profiles+ Financing your degree+ After LDT

CONTACT LDT

Need more information? Please contact us to learn more – you can even arrange to visit campus and experience a day-in-the-life of an LDT student!

FEATULRED PROJECT

What’s it like to be in LDT at Stanford? View this brief video of the 2006 class as they engage in a hands on project.

LDT is…

The LEARNING DESIGN & TECHNOLOGY Program’s mission is to prepare professionals to design and evaluate educationally informed and empirically grounded learning environments, products, and programs that effectively employ emergent technologies in a variety of settings.

© 2007 Stanford University – All rights reserved

ABOUT ADMISSIONS PROFILES OPPORTUNITIES RESOURCES

© 2007 Stanford University – All rights reserved

What is LDT? | Courses | Faculty | Advisory Board | Curriculum | Program History

Dan SchwarzLDT FACULTYPhD, ColumbiaMA, ColumbiaBA, Swathmore

“I know of no other program that provides students with precisely what they need to succeed in the exciting field of education technologies. The combination of theory and practice in a diverse set of domains is unparalleled.”

New technologies are being developed rapidly worldwide. As a result, the face of education is changing. But this new blend of technology and education introduces important questions How can technology enhance education? How can recent inventions and their original purpose be expanded to become part of a learning environment? The Learning, Design and Technology program at Stanford University seeks to address these questions. Our mission is to prepare professionals to design and evaluate educationally informed and empirically grounded learning environments, products, and programs that effectively employ emergent technologies in a variety of settings. We want to rethink learning, generating revolutionary ideas that will pioneer the future of education.

LDT helps you define the future

“We are consistently thrilled with our LDT

students – they bring such rich experience to the

program, deliver amazing results in the Stanford

environment, and pursue meaningful careers

after graduation.”- Shelley Goldman, LDT Program Director

LDT students are a diverse group. They come from around the globe. Some are former educators, others are from industry, and others still have excelled in the creative arts. What they have in common is a commitment to defining the future of technology in education.

Click on the pictures at right to learn more about the paths of some of our alumni.

Piya Sorcar PhD student,

Stanford Health Ed, Informal Learning

learning goal

courses

internship

master’s project

pre-LDTLDT at Stanford

post-LDT

click on the text above to learn more about this alum’s journey

Pre-LDT

I was born and raised in Colorado, and attended the University of Colorado. There I pursued three degrees – a B.A. in Economics, a B.S. in Journalism, and a B.S. in Business Administration. I worked throughout college, holding positions at IBM, TiE, iSherpa Capital and NBC 9News. After graduation, I joined Analysis Group as an economic research analyst, where I completed financial models for complex litigation and transfer pricing cases, and conducted market research and data analysis. I left Analysis Group to be the dance director and choreographer for Manick Sorcar Productions, where I performed with members of a 50-person dance troupe throughout the US, Canada and India. ( Full bio at http://www.stanford.edu/~sorcar )

DESIGN – Key Messages• The Field

– Exciting– Growing rapidly

• Stanford– World leader

• Top faculty and research• Top students

– Heart of Silicon Valley• The Program

– Personalized• Flexible so you can align it to your needs• Highly supportive environment (faculty adviser, cohort)

– Relevant• Mix of theory and practice• Excellent preparation for a career as a educational tech pioneer

– Without Equal

IMPLEMENT

• Website http://ldt.stanford.edu

• Database interactivity

EVALUATION

• Multimedia, Contiguity, Coherence, Personalization, Signaling, Interactivity

EVALUATION – SurveyBloom’s Taxonomy Objectives

• Cognitive: After visiting the site GFPSs would be able to…– 1. Knowledge – identify the three “cornerstones” of the program– 2. Comprehension – list the benefits of the program– 4. Analysis – determine if you are a good fit– 5. Synthesis – assemble an appropriate application where personal

goals/capabilities are matched to the program• Affective:

After visiting the site GFPSs would…– 1. Receiving – recognize the program as an incredible personal

development opportunity– 2. Responding – thoroughly review the website– 3. Valuing – send an email to set up a visit– 4. Organization – complete an application– 5. Consistency – become an advocate of the program

EVALUATION – SurveySMART Measures

These short-term evaluations would include the following tasks:– A list of questions about content on the website would be

provided and the amount of time it took to find the answers on both the old and new website collected to determine whether or not the content was more efficiently organized in the new site.

– After a set time reviewing the site, the reviewer is asked to identify the 3 “cornerstones” of the program.

– After a set time reviewing the site, the reviewer is asked to list the benefits of the program.

– After reviewing both sites, the reviewer is asked to identify useful information found in one but not the other site.