Implementing Online Technologies to Create a Theoretically Sound Writing Space for Emergent Bilinguals

• In Event: Extending and Evaluating a Theoretically Based, Online Intervention to Improve Latino Middle-Schoolers’ Writing

Abstract

The aim of this poster is to highlight the user-centered design of the STEPS to Literacy web-based system and how the project employed an iterative design process to improve functionality and usability.
The target audience for the system is ELLs in middle school. Prior research has shown that 88% of teens ages 12‐13 and 95% of teens ages 14‐17 go online (Lenhart, Purcell, Smith, & Zickuhr, 2010). While online, teens acquire various forms of technical and media literacy by exploring new interests, tinkering, and “messing around” (Ito et al., 2009). Such statistics suggest that many students will come to our system with significant prior knowledge of web-based systems. However, not all students using the system will have the same degree of prior knowledge; therefore the design must accommodate both novices and more advanced users.
With these users in mind, the research team set out to build an effective interface by drawing on “knowledge about human cognition and from practical applications of how technology can facilitate complex tasks” (Bransford, 2000, p. 214). The goal was to build an interface that was simultaneously usable and visually appealing for the target audience.
From a usability perspective, the system has a number of features that fall into Moore’s (1993) three categories of interaction: learner-content, learner-instructor, and learner-learner.
Learner-Content Features
-Anchor videos
-Reinforcement of the STEPS+G heuristic
-Presence of a writing-space similar to a full-featured word processor
-Robust multimedia handling (images, video, audio)
-Language translation support
-Note-taking and tagging panels
Learner-Instructor Features
-Private instructor-student messaging
-Student groups
-Content-management system for instructors
Learner-Learner Features
-Peer-to-peer messaging and exchange of work
-Customizable student profile panel
-Ability for students to monitor other students’ activities
Technically, the system is programmed in Flex, a software development kit released by Adobe Systems. This software has been used to build re-sizeable and full-screen windows, pop-up overlays, and easily customizable code elements. Such features help make the system more suitable for the wide-range of browsers, platforms, and screen resolutions found in today’s classroom computers.
There are a number of technical features employed to enhance the iterative design process. One of these features is the ability to track user keystrokes and mouse clicks as they navigate the system. Such data are then analyzed (see Poster 5) to detect usage patterns and potential interface issues. Another feature is the system’s ability to handle future growth. At the outset, the project had only three curriculum modules. However, as the system is distributed and its user base grows, it will need to expand to accommodate hundreds of modules and users. Yet another feature is the system’s emphasis on language localization, allowing the system to accommodate learners of any language, thus increasing system access to other emergent bilinguals. Finally, the content-management system allows instructors to create/modify instructional modules and control access.
This poster will be accompanied by live demos of the interface and a slideshow demonstrating the design evolution of the system so conference attendees can test-drive the system and ask questions about particular design choices

Authors

• Daniel L. Hoffman, Teachers College, Columbia University

• Ibrahim (Musti) Ekin, NYSPhere International, Inc.