Although the data analysis is limited at this point, the assumption is that the primitive data collected is a reflection of continued feedback. Some of the key data identified is the enormous improvement of results from pre-test to post-test. Although this data is positive and believed to be a true reflection of academic growth through the program; the addition of data collected by standardized testing can potentially confirm the success of students who participate in the program. The student surveys confirmed the program’s success in providing motivation for students through hands-on activities and exotic animals. An unforeseen result was the opportunity for students to see the ocean for the first time. The podcasts produced also accomplished their objective as Ocean Institute visitors welcomed them and found them both educational and critical to the overall experience of the exhibits. This feedback is a reflection that the students not only understood the information they learned but were capable of producing podcasts that could be appreciated by their peers and adults. Although the teachers have not been formally surveyed, unofficially, many of the teachers have made comments about both the delivery method as well as instructional design. The feedback concerning the delivery has been positive; by presenting the information via a website, teachers have encouraged their students to study the program at home as well as in the classroom. Teachers have also been in favor of the instructional design; many teachers feel that the content allows the teachers to perform as a facilitator rather than an actual teacher, which has placed less pressure on them and has required less prep time. Other teachers have commented that the program provides enough flexibility for pro-active teachers to modify components where they feel necessary to accommodate their class. The biggest concern expressed by many of the teachers was how the program addressed state standards. This concern was confronted throughout the instructional design process and has impacted the classes selected to participate in the program; is should be also noted that by modifying the field trip component, this program can fit any set of state standards desired.
When integrating technology into curriculum, especially when curriculum is presented by the aide of technology, it is important that the technology enhances the program rather than distracts from the lesson plans. The OIPP website, consisted of online flash videos, graphic animations, downloadable PDF files, and online testing. To formally evaluate the delivery, the C.R.A.P. method by Williams and Tollet was used to assess the OIPP website:
Contrast: The blue colors used throughout the site represented the marine theme of the program; the darker blues were used to enhance the lighter blue text. Fellow Master’s student, Scott Bania understood the concept and had this comment, “The site itself has a great “look and feel” and reflects the theme of oceanography.” Against the dark background, the links were easily identified with the color red or white; the left navigation bar used red dotted lines to highlight the links while the top navigation bar used a white rollover font; red font was used for links buried in the content of the page. Large red font was also used to aide in identifying the title of each page. The header was also very distinguishable with the black background which complemented the blue background within the content area; the black background also allowed the colorful OIPP logo to standout in the header.
Repetition: The clarity and similarity between pages was very consistent. The location of navigation buttons remained consistent while content was always located in the center of each page. The layout of the online curriculum was also similar to the PDF downloadable versions of the curriculum. Flash tutorials also remained consistent and allowed students to navigate through the site ensuring they did not miss any vital information.
Alignment: Navigation bars were placed on the left and top of the screen and were clearly identified by rollover images. The pages that included a video tutorial were well balanced with content text located beneath the video; this avoided distractions for the students at they watched the tutorials. All content was centered whenever possible; some pages such as the podcast sample page were a bit obscure in alignment due to the unbalanced content to be shared on the page.
Proximity: The layout provided enough separation between navigation, text, and video tutorials to place an emphasis on all aspects without being overwhelming to the viewer. Navigation buttons were clearly identifiable and easy to click. Content, whether video or text, were centered and emphasized by being towards the top of the site.
Aspects not addressed within C.R.A.P. included graphic design, flash animations and other aesthetics that contributed to the site looking very professional. The flash design used in the introduction helped to build anticipation and set the theme for the technology rich program. The music selected also maintained a technology feel and was designed for the middle school and high school audience. The graphic design throughout the site was limited so that it would not conflict with the educational components to the site. The only true graphic design was represented within the logo design; the design was integration between iPods and the Ocean Institute Podcast Program. Other aesthetics included rollover images and text as well as appropriately designed video tutorials.
Even more important than the professionalism of the site is the functionality of the site. To evaluate this site, a formal web usability analysis as described by Jacob Neilson was performed. The first element addressed was the flash intro; the advantage of using the flash was to present a professionally designed site, however flash intros can take a long time to load and flash players must be downloaded onto your computer. Ultimately, the target audience for this site all had high powered computers with broadband Internet connection, thus eliminating common disadvantages related to flash intros. To enter the site, a red label on the top of the screen was easily identifiable. On the main site, all navigation buttons were easily located and enhanced with the rollover images. The text of the navigation buttons were also clear and concise and provided specific directions for the viewer. The content provided throughout the site also aided in navigation through the site as to ensure that all necessary content was provided to the students. Fellow Master’s student, Jeannine Taylor had this to say about the navigation and layout of the site, “It was very easy to navigate through and it was very clear what was expected of the learner… The bells and whistles are definitely there, but they are not on every page, just where they are needed for introductory and instructional purposes.” With the aide of C.R.A.P. and Jacob Neilson’s web usability, this site was designed successfully.