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PHP Basics

PHP Basics. Polly, Sanser and Young R547, Fall 2002. Online Prototype. PHP Basic online prototype Please ask questions at the end of the presentation. Learner Analysis. Distance Masters and Residential Students taking R547. Prerequisites: Meet technology competencies set by IST

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PHP Basics

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  1. PHP Basics Polly, Sanser and Young R547, Fall 2002

  2. Online Prototype • PHP Basic online prototype • Please ask questions at the end of the presentation.

  3. Learner Analysis • Distance Masters and Residential Students taking R547. • Prerequisites: • Meet technology competencies set by IST http://www.education.indiana.edu/ist/programs/masters/dm/requirements.html • Be able to use HTML tags, and create a webpage • Access SSH, and web development tool such as Homesite.

  4. Context Analysis • To reduce the class time taken to teach basic PHP. • An online tutorial, that has instructor support.

  5. Instructional Objectives • to help the learner get started using basic PHP scripting language • be able to access the tools and software that are used at IU to create dynamic web pages. • to create elementary PHP applications as a part of web-based instruction, that is, give feedback to the users after they complete a quiz • to input and retrieve information from an online survey • to debug a PHP program that has syntax errors. The learners are given a model example of what the program can do if it is working correctly.

  6. Merrill’s 5 Star ID Rating • Present in context of real world problems? • Activate prior knowledge or experience? • Show examples of what is to be learnt? • Practice and apply new knowledge? • Integrate and transfer new knowledge?

  7. Design Decisions • Provide relevant tasks • Reference prior knowledge of HTML • Show examples • Easy to understand- Use screen shot instead of lengthy text • Practice and apply Give tasks following the instruction to reinforce learning • Easy navigation- Using navigation style similar to Amazon.com- clear navigation • Overview of the instructional Web site- Site map on the second page

  8. Paper Prototype • The prototype had 72 pages • Had a linear structure

  9. Usability (paper prototype) • Authentic Users ? • Three users, all residential graduate students. • Two had taken R547, one did not. • Authentic Task ? • They reviewed the paper prototype, and worked on the tasks online using the tester’s mentor account. • Authentic Conditions ? • Two usabilities were conducted on campus, one was done at home. • The usability test lasted 2 hours per session.

  10. Usability Findings (Paper)

  11. Usability Findings (Paper) • Users preferred screenshots but wanted less text • Users liked going through the practice sessions. • Users wanted the learning to be scaffolded Examples: • Quickly troubleshooting the errors • Being able to copy and paste the text rather than typing the code. • Reducing personal anxiety: one user was against learning a new software: Homesite

  12. Usability (Online) • Authentic Users ? • Three users, all residential graduate students. • All were taking R547, and they just had lectures on PHP in their class • Authentic Task ? • They reviewed the online instructions, and worked on the tasks by using their mentor account. • Authentic Conditions ? • All usabilities were conducted on campus. • Users spent 2 hours per session. • Users were not able to spend enough time for each section and could not complete the entire tutorial.

  13. Usability Finding (Online)

  14. Usability Result (Online) • In terms of instructional effectiveness – is high for all users • In terms of satisfaction rate -Novice user was more satisfied than the advanced learners (4.50 vs 3.70).

  15. Usability Observation (Online) • Homesite on campus crashed during the usability tests (the work around, save files on the desktop and upload using SSH). • Users skimmed through the materials. They felt they need to spend more time on the materials and complete the tasks • As they encountered problems they chose to go through the materials rather than troubleshoot the errors • Users used the “next” and “previous” button over the menu bar

  16. Usability Feedback (Online) • Users liked the examples used in the instruction as they were similar to real life tasks (Quiz, Survey) • Users found the site map useful • Users wanted more meaningful variable names and descriptions for the functions, operators and other attributes • They wanted to be reminded to do the tasks

  17. ? Questions

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