Presented by: Ian Rogers Awil Hashi Kavita Jadhav Minzi

1. Presented by:Ian RogersAwil HashiKavita Jadhav Minzi Online English Project Planner

2. MISSION The mission of the Online English Project Planner is to provide English as an Additional Language students with an instructional portal to utilize popular Web 2.0 resources to create and share group projects online. Users will submit written, video and photo presentations to be integrated through a web-log and will be required to interact with and evaluate their peers by commenting on each other’s blog postings.

3. NAVIGATION • English learners who prefer minimized text and maximized imagery. • Conducted research of the most user friendly design principles. • According to RBWD & UG ‘s concept of reducing the user’s workload, we chose to display and organize information in an intuitive and easily usable fashion. • We have also decided to avoid using images and animations in an effort to minimize the time required to download pages. • As the site is intended for ESL students, all navigation elements are labeled clearly to show their function and intended direction.

4. USER FEEDBACK We asked twenty students and three teachers from the YWCA of Calgary ESL Program Services to offer valuable input to our planner team.

5. USER FEEDBACK • Both the students and instructors are satisfied with the simplicity of the website’s style and arrangement, and particularly approve of the use of road signs as a navigation theme. • Students are pleased with the clarity of instructions and the integration of websites they mostly all visit on a regular basis, anyway. • Some students expressed concern over the comment section, that it would be better to integrate the comments into one section or maybe have a discussionboard. • Instructors expressed the need for a separate stream of the site that included discussion of teaching methodology, learning objectives and assessment tools in addition to the student page. A ‘teaching guide’ for the Online English Project Planner.

6. Interaction Design Storyboard

7. Cummins KRASHEN Second Language Acquisition (SLA) Computer Assisted Language Learning (CALL) Stepp-Greany Canale & Swain Vygotsky

8. Canale, M. and M. Swain (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1(1): 1-47. Cummins, J. (1979) Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters.  Working Papers on Bilingualism, No. 19, 121-129. Klassen, Johanna (1998). "Does Self-Access Language Learning at the Tertiary Level Really Work? Kristof, R. & Satran, A. (1995). Interactivity by Design. Mountain View, CA.: Adobe Press. Krashen, S. (1985), The Input Hypothesis: Issues and Implications, Longman Krashen, S. (2003). Explorations in Language Acquisition and Use. Portsmouth: Heinemann. Koyanl SJ, Balley RW, Nall JR. Research-based Web Design and Usability Guidelines. Washington, DC: US Department of Health and Human Services. Norman, A. D. (2004). Emotional design: why we love (or hate) everyday things. New York: Basic Books. Preece, J., Rogers, Y., & Sharp, H. (2002). Interaction design: Beyond human-computer interaction. Toronto, Canada : John Wiley & Sons. Stepp-Greany, Jonita (January 2002). "Students perceptions on language learning in a technological environment: Implications for the new millennium". Language Learning and Technology. Vicente, K. (2004). The human factor: Revolutionizing the way people live with technology. Toronto, Canada: Vintage Canada. Vygotsky, L.S. (1978). Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. References

9. Thank you