Final Report: Individual Part

Cognitivism

Scheme effect

• Student need to click on the image to do the activity.
• Then, student has to choose the correct event according to the image.

In the first screen of the setting, the students are required to click on the images.

After the student click on the images, then the next screen which is related to the images will be prompt up either cottage, the tower, the woods or nursery.

The students able to learn the setting of the drama through the scheme effect. Students able to familiar with the image then related it with the setting and related with the event happen in the setting.

The screen of the cottage, students are required to select the correct event which is happened in the cottage. The designed of the question is multiple choice questions.

The screen of the tower, students are required to drag the “tick” to the correct event which is happened in the tower. The designed of the question is drag and drop.

The screen of the nursery, students are required to select the correct event which is happened in the nursery. The designed of the question is drop down menu.

The screen of the woods, students are required to drag the “tick” to the correct event which is happened in the woods. The designed of the question is drag and drop.

Final Report: 7.0 Solution

The suggestion of the solution to the problem faced in this courseware.

a.    Poor template designed

The template designed was very important for whole project. Any small mistake will cause a lot of the amendment in the whole project. We have to very careful while design the template so that able to save a lot of time instead of wasting to do the amendment in future.

b.    Less of consistency in the wording 

The discussion about the type of the font that suitable to use in this courseware should be discussed from the beginning of the process of development. This is able to increase the consistency in the courseware.

c.    Grammatical error

We need to double check the punctuation, grammar and spelling in the courseware to avoid this kind of error. This kind of error will bring the negative effect to learning and teaching process.

d.    The instruction was not clear

The clearer instruction should be state in every section of the courseware so that able to lead the learning and teaching and avoid the student get lost in the courseware.

e.    Lack of “Back” button and cause less of flexibility

We need to put “Back” button in some of the scenes so that students able to go back or return to the previous screen. This able to increase the flexibility of the navigation in  courseware.

f.     Lack of time for repair and  the amendment

We have to be more careful while designing or developing the courseware to avoid the mistake. This is able to reduce the time to do the amendment.

Final Report: 6.0 Problem Faced

After we have did the summative evaluation, we able to identify the problem faced by our users while using this course ware. The secondary schools were our respondents for this summative evaluation. Some of the problems were because of us.We were careless during the process of development the courseware.  We also face some problems at the beginning of the process of development.

a.    Poor template designed

We have designed the template for the whole project at the beginning of the process of development. When we have complete 50% of our project we just realized that the main buttons in every scene were with different size of the font. Since we have  did it half way and we didn’t have enough time to do the correction in every scene due to the poor designed of the template. In the figure a(i),  we able to see the significant difference in the size of the font as in our course ware. The word “PLOT” is bigger compare to other word. The designed as in the figure a(ii) with same size of the font will be a better design.

                               

                                   

b.    Less of consistency in the wording  and buttons

The font was used by every member in the group was different. We didn’t realize this and discuss it before the development. 

    

                  

c.    Grammatical error

The grammar error like in below screen should not happen in the English learning course. This will lead the misunderstanding among the student. We only realized this after the evaluation of the courseware by the school English teacher. The correct sentence should be “ How creative you are.”

d.    The instruction was not clear.

The students didn’t know what should they drag and where should they drop due to the instruction was not clear in the Plot section.

There was no clear question to ask the students and the clear instruction to lead the students in the moral values section. Students may don’t know what should they do and get lost in this section. Should give clearer instructions on what student should do before attempting the exercises in Moral Values section.

e.    Lack of “Back” button and cause less of flexibility

Students were unable to return to the previous question or screen. The “Next” button was not enough for student to navigate in the courseware.

f.     Lack of time for repair and  the amendment

We have faced some problem while developed this courseware and even we have indentified them but we didn’t have enough time to do the amendment. This was the last week of the class for this subject before the revision week. We need to submit this project before the due date. We maybe need one month to repair the courseware, this was impossible for us to meet the due date.

Week 11: Treatment

After doing the presentation of the 40% of the prototype in week 10, through the evaluation form from others group we able to identify some of the weakness of the course ware that we developed. We have do some treatment toward the weakness.

Weakness 1

The background of the course ware that we designed is too dark. So, we have try to change some of the dark background to the lighter background.

Dark background                                          Lighter background

Weakness 2

Too much text in one screen and this look complicated and not attractive. The wording also too small when a lot of text. We have do the summary and simply to the sentences to reduce the numbers of the words in the screen.

Too much of text                                                    Less text

Weakness 3

Some of the text is not really clear due to the colour of the text is not suitable with its background.We have change the colour from green to blue so that the user able to see the text with clear.

The text is not clear                                           The clearer text

Weakness 4

The variety of the activities in the course ware is less so we have add more activities like text entry, drag and drop, drop down menu and multiple choice question.

Week 10 : Developement- Storyboard

The storyboard is designed through the discussion of the all group members. So that every member able to know the whole part in the course ware. The flow in the whole content also clear. This able to avoid the miss understanding may happen during the process of the development.

Week 9 : Development- Template

In the beginning of the process of development, we have ready the template for all the topics that we have. We have main menu and sub topic include character, plot, synopsis, setting and moral value. These are the design for all main menu and sub topic.

Main menu

we

Subtopic: Synopsis

Subtopic: Character

Subtopic: Plot

Subtopic: Setting

From the design, we able to see the consistency between all the subtopics. The content of the  subtopics will be develop by different group member by using the template, This able to save a lot of time and every part of the subtopic will be consistent including the position and the design of the button.

Week 8

Week 8: Mid Term Break

Week 7 : Navigation: The gesign avoid to get lost in causeware

In this design, we are able to avoid the user get lost in this course ware. The " CHARACTER" is in black colour and  there is no effect when mouse over it. This able to tell the user that, they are in the topic of character. The " Character 2" is highlight in purple color. The user able to know that they are in Character 2 and in the topic of character.

Week 6 : Navigation Rules

Some general rules of the navigation:

1. Easy to find
User is easy to find and explore the courseware. User is not get lost when and know their location. The direction in the courseware is clear.
2. Design is consistent
Site navigation and the button must be in the same location on every screen. The design should be in same colour, type and style. So that the user feel comfortable when explore or use the course. User will be easily familiar with the courseware if the design is consistent.
3. Obvious section names
User able to know the content of the section by just look at the section name. So that able to find the content that they need with out any confusion.
4. Less is better
To many buttons in courseware, will cause the user won’t know where to look or click on. Just keep the important part. It also able to avoid the user miss the important content.
5. Don’t let the users guess
Lead the user to use the courseware, so that the user won’t sit there without any aim and just simply clicking the mouse only. Let the user know what will be the best section to explore after one section.
6. ‘Home’ Button or ‘Main Menu’ Button
The main menu is the most important part in the courseware, so make sure the user know how to return to the main menu. 

Week 5 : Comment on Implementation Table by week 4

 Weakness in the Implementation table:

1. “Provide access to expert performances and the modeling of processes ” this statement mean that the user from this course ware able to access to the professional or expert for their problem or enquiry. The activity was not match to this theory in the subtopic 3.1.

2.  In the activity “Student is required to give and idea or opinion about the scene given”, this activity is not suitable for the learning course ware. This is because the courseware unable to detect the opinion provide by the student and reflect the student opinion.

3. The learning theory “Provide coaching and scaffolding at critical time” was not match the activity due to scaffolding need somebody or teacher to guide the students.

4. The activity in 3.1 9 (b) “Students are required to use the different voice/ act as the character to pronoun the same sentences”. The course ware unable to monitor the pronunciation of the students. This activity is not suitable for the learning course ware.


New implementation table after the amendment. 

 

1	3.0 LANGUAGE FOR AESTHETIC USE 3.1 Listen to, read, view and respond to literary works by: a. understanding and telling in one’s own words the story and heard and/or read and giving one’s opinion;	Behaviorism ·          Behavioral objectives that can be observed	·          objectives of the courseware	1)        Objectives: -    Students should be able to recognize literacy devices such as characters, setting, plot and moral values -    Students should be able to give their opinion on the story -    Students should be able to do at least 8 out of 10 activities in courseware -    Students should be able to identify moral values of the story 2)        Students is provided with synopsis of the story
	b. recognizing elements in a story such as ( i ) characters ( iii ) plot introduction action starts climax falling action resolution ( ii ) setting	Constructivism ·          Allow extrapolation and fill in the empty spaces in student’s knowledge Cognitive ·        Stress on structuring organization and arrangement of information to ease optimal processing Constructivism ·        Meaning requires understanding for the whole as well as part Cognitivism ·          Scheme effect	Character images, videos of Rumpelstiltskin Character images, images of scene and place Character images, images of scene and place	1)        Students will watch the video of Rumpelstiltskin -    Student are asked to give one unique name for the character of Rumpelstiltskin 2)        Students are given the images of the characters without their identity and they need to guess the name of the characters. 3)        Students need to match the character with the given sentence and description. ·       Students are required to rearrange the sequence of events in the plot ·       Students are required to name the story according to the sequence of plot ·          Student is given the summarization chart with characters and places image of the setting in the story ·          Student need to click on the image to do the activity. ·          Then, student has to choose the correct event according to the image.
	c. explaining the message the writer is trying to convey and discussing how this relates to one’s life;	Situated learning ·          Provide coaching and scaffolding at critical times	The video , graphic or animation about ·          Do not be greedy ·          Honesty ·          Do not boast ·          Selfish ·          Regretful In our daily life	·          Students are required to match/key in the moral values according to action of the characters ·          If they do not know the answer they can click on “Hint” button to get clue.