e-learning website observation & analysis: starfall.com

E-learning Website Observation & Analysis Website: Starfall.com ! !Tonny Meng-Lun Kuo!E-Learning (Spring 2014)!Professor Shelly Young !2014/3/31!!!!!!!!!!!!!!!!!!!!!!!!!!!

National Tsing Hua University !Graduate Institute of Learning Sciences!

�1E-LEARNING WEBSITE OBSERVATION & ANALYSIS

Introduction!Starfall.com (http://www.starfall.com) is an educational website for the early

literacy development especially on phonics, reading, and mathematics for English language learners including native speakers, English as a second language learners, and English as a foreign language learners. The following discusses and analyzes the history, learning objectives, target users, and framework along with learning content description of the website, especially focused on English language reading in the perspective of E-learning educators. !

History!

Founded in 2002 by Stephen Schutz, his wife Susan Polis Schutz, and their son, Jared Schutz Polis, Starfall is a free educational website for children to learn basic English in a fun and multi-media-based way. It was originally supported by Blue Mountain Arts, a publishing house in Boulder, Colorado founded by Stephen Schutz. Starfall received its name from founders due to their belief in the name which “evoked wonder and delight”. Stephen Schutz had difficulty reading book in his early age; therefore, he decided to help young readers be capable of reading by establishing the website. In 2006, Starfall launched “Pumarosa”, a website designed to teach English basics to adult Spanish-speaking students. In 2009, Starfall released “Starfall Kindergarten Reading and Language Arts Curriculum” to engage toddler in a actively-motivated web-based environment on skills, strategies, and English course. In mobile age, Starfall also introduced mobile apps on AppSore recently to increase the accessibility and mobility of learning materials since most content on website is based on Flash, which is not available on most mobile devices. !!

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Year Progress

2002 the launch of the website

2006 the launch of “Pumarosa”

2009 the release “Starfall Kindergarten Reading and Language Arts Curriculum”

recent the launch of mobile apps

Table 1: the history of Starfall

Figure 1: Starfall mobile apps on AppsStore

http://starfall.com

Objectives!

The research-based systematic learning objectives of Starfall can be divided into four levels in terms of “Learning ABCs”, "early beginning reading", "intermediate beginning reading", and "advanced beginning reading" to teach students how to read in English step by step. In each levels, the website offers different objectives for learners with the guidance of Dr. Steven Schutz. !

The first level aims to focus on letter-sound relationships by providing all the letter of alphabets in both upper and lower case form that composes a word. After learning the letter-sound relationship, students will be directed to the second level. The early beginning reading session aims to master the sound-spelling ability and form the phonemic awareness by creating words through the addition of consonants to different word family. The third session, intermediate beginning reading, aims to read and explore various basic mini-books that they will read in their real life including children-oriented topics like music, magics, artists. By interacting with the characters of the books, students can recognize simple words and sentences structures in a fun and natural way. The final level, advanced beginning reading, aims to develop students reading ability and competence by providing different genres of literature, which is specifically simplified-written and vocabulary-controlled for young learners. Famous readers like plays, fiction and non-fiction, folk takes, and Greek Myths are included. !

To sum up, the four reading levels are in systematical and sequential order, which based on phonics, to develop students’s reading ability in a meaningful and interactive way. !

Target Users!

The target users of Starfall can be English language learners, parents, and educators. The Starfall website also provides information and guide for parents and educators to explain the design and content of the materials. The following illustrates the difference target users of the website.!

• Especially designed for young learners, the website affords English language learners a well-organized program to read, listen, and watch Flash-based learning materials in various topics to build up their reading ability, fluency, and comprehension. !

• For parents who are concerned about their children’s education, the website provides them clear instruction and a long series of tiny steps to motivate their children to read and explore a world of knowledge. The website is perfect for homeschooling or bolstering the instruction child receives at school. !


• The educators can employ the multi-media materials and companion printed materials of the website to effectively implement proven teaching methods for classroom use, thus creating an atmosphere of fun and enthusiasm that infuses all aspects of learning. Teachers can also subscribe the “member” service to unlock additional functions in phonics builder, reading topics, and interactive mathematic games. !

Framework!

Starfall presents a clear and user-friendly framework, which can be divided into several parts. Figure 3 illustrates the architecture of the website. Table 4 shows the learning content description to explain further more in detail of the learning bricks.!


Figure 2: paid additional mathematic game

!Table 2: Learning Content description !

Page screenshot Learning content description

!!!!!!!!!Level 1: ABCs

! Students will explicitly see, hear, and manipulate the letter name and sound of each alphabet in an interactively animation in this section. Followed by three words as examples, students can transfer the abstract phonemic awareness onto the concrete objects(pictures) to strengthen their relationship. In the end of each letter, the interactive game helps them to review the letter as a formative assessment.

!!!!!!!!!!Level 2: Learn to read

! This section consists of three parts. In the first part,, students will play a word family game by dragging the objects into corresponding part. They will also hear the consonant and sound of the word. After the game, they will read a mini-book which is composed of simple short sentences with pictures. The words in the book are from the previous game. The additional part, called skills, is either tutorial short video or related sound such as sh, ch, th, and wh.

!!!!!!!!!!Level 3: It’s fun to read

! Level 3 reading includes various topics and embedded vocabulary skills in each reading. Topics selected in this section comprise self-introduction, artists, magicians, poets , tongue twisters, and bird riddles. Take artist Vincent van Gogh for examples, it begins with his famous painting and use simple sentences to introduce the painting and the artist. In the end of the story, word formation strategy “reflexive pronoun” was introduced.

!!!!!!!!!Level 4: I’m reading

! In this section, reading becomes more independent and more literature genres and topics are introduced. The texts of the reading are highly controlled and complexity of sentence structure is under primary level. However, the vocabulary in this section is authentic so that students need to read the story with illustration for better understanding. While reading the books, the website provides paragraph audio and sentence-based audio. Students can choose either way to develop their reading ability.

Page screenshot


Figure 3: framework of starfall.com

http://starfall.com

http://starfall.com

!Website Analysis!

Unlike traditional learning environment, web-based learning provides students with a different information architecture and interface design in comparison with conventional classroom learning (Hamid, 2001). When designing E-learning programs/websites, educators are in need of taking pedagogical, cognitive, social factors into consideration in accordance with students’ habits for better learning outcomes. Reflecting on the recent studies, there are many available theories we can consider and employ to evaluate existing websites. The following discusses the how these design guidelines support learning, and proposes a workable conceptional framework (see figure 4) to illustrate the theories in practice. The conceptional framework comprised of five levels of web use (Harmon & Jones, 1999), related theories and practices, and 3P model advocated by Chatti, Jarke & Specht (2010).!Five levels of web use!

Harmon & Jones (1999) proposed a five level of web use in education to identify the characteristics of the instructional website, helping both teachers and course designers to consider how to integrate or utilize website into curriculum. The five levels (excluding level 0, no use of web) in sequence are informative, supplemental, essential, communal, immersive, depending on the amount of relying on website. Lowther, Jones, & Plants (2000) further indicated that after the use of the five levels classification, educators will be able to analyze the required technological, informational, and research skills as well as competence that students and teachers need to meet. According to Harmon & Jones’s classification, starfall.com fits level 3, essential, in which refers to students who obtain most content information from the web. Students are not productive member of the class without regular web access to the course. !

!!!!!!!!!Supplementary: Festival-

Based and other topics

! This additional section is festival-based and other topics that essential and related to students’ life. Most topics present in interactive games with simple sentences and concepts to form the awareness of environmental protection, culture background knowledge, and simple mathematic skills. The well-designed interactive games engage students in a natural and meaningful way, ended with a liking ranking.

Learning content descriptionPage screenshot


http://starfall.com

Interface design!Interface design plays a crucial part in web-based learning because learners receive

and perceive learning materials directly from the website. The layout, color, font, graphic, objects as well as their arrangement presents the way that learners will observe. Originated from cognitive learning theory, Gestalt theory referred to the theories of visual perception, attempting to organize visual elements into “group”. It proposed “law of organization”, which can be applied in instructional interface design. Principles of law of organization in terms of proximity, similarity, closure, and simplicity identified key elements in web-based learning. Leflore (2000) adapted Gestalt theory and proposed six principles to consider the interface design of a website. Table 3 indicates the principles and the desperation of Starfall and related principle. It is obvious that the interface design of Starfall.com clearly presents information of learning contents, that is, Starfall confirms to Gestalt theory. Therefore, learners can easily identify learning objects. Besides, The combinations of graphics and texts, i.e. the law of closure, also allows learners to concentrate on the information, which makes learners engaged in the learning activities


Figure 4: conceptional framework of this study

and their attention can be drawn while learning. All in all, starfall.com fits the Gestalt theory, that is, the interface design of the website is appropriate for young learners.!Table 3 Principles of Gestalt theory and its implementation !

!Activity and interaction design !

Shifting from traditional learning, activity design is originally the basic step to the concept formation, which significantly matters in web-based learning. There are a great number of related theories interrelated to activity design including behaviorism, cognitive theory, information processing theory, constructivism, and nine event of instruction (Gagane, 2005). Due to the complexity of different theories, it’s perplexing to define the exact activity design clearly. However, if we look close into the nature of an activity, the element of an activity can be broken down into several parts in terms of introduction, monitoring learning process, and closure. !

In the beginning of the activity, the website should present the learning objectives to gain attention from learners. Noted and adapted from information processing theory, activation the prior knowledge, hierarchical sequencing of content and use of analogies to

Principle Description

1. Background does not interfere with the clarity of the information presented on the foreground.

Yes. The screen design of Starfall presents clearly informative. The background and foreground are compatible in design.

2. Use simplify graphics to introduce new information.

Yes. Once new information or topic is introduce, illustration or animation will be used for better understanding.

3. When designing the layout of the computer screen, place related information together.

Yes. Related information on Starfall placed together to strengthen the mental image of learners.

4. Use color, animation, flashing, or thither means to draw attention to key phrases in text or key areas in graphics.

Yes. Every key sound or word is highlighted for more concentration. Besides, the sound and picture match when new information is presented.

5. When designing the instruction, use visual information and textual information that allows the learners to concentrate on the information.

Yes. Starfall use flash, an highly interactive way, to navigate students to the required information or procedure. Bottoms of starfall is instinctive, like indicating arrow.

6. When introducing new topic, avoid jargons until the concepts have been introduced in basic terms.

Yes. Starfall avoids jargons when presenting new concepts.


http://starfall.com

connect new existing knowledge are threes strategies which aid the acquisition of learners (Leflore, 2000). While monitoring the learning process, learning materials presenting on the web are supposed to be various and well-organized to accelerate schema development. Therefore, the use of motivational texts, graphics, animations, sounds, figure, simulation helps learners to construct their meaningful and thoughtful learning. When their high participation in the activity, external learning guidance keeps them on task/track, and reflects their internal conceptualization of the topic. In the end of the activity, the website should assess what learners have learned in the precious sessions and attempt to retain and transfer the knowledge to their daily life in the way such as reviewing, asking questions, or writing summary/reflection. !

In Gagne’s model, the combination of behaviorism and cognitive perspective, the nine instructional events presents clear way to examine the activity design. However, with the development of constructivism, Gagne’s model is in lack of social interaction, which refers to learner’s construction of meaning in both explicit and implicit way. Accordingly, modifying his model by joining social interaction can clearly describe how an activity process. Table 3 shows the corresponding parts to starfall by giving clear description of each phrase. It’s obvious that Starfall does not fit any phrase of this model. It could be inferred that the same model might not be suitable for all kinds of websites but do benefit to examine a instructional website. !Table 4: Checklist for activity design!

Phrase Y/N Description

1. Gain attention Y Present the topic by using animation or picture

2. Describe the goal N Starfall is designed for young learners. They won’t understating what learning objective is, but this part could be added by using other strategies.

3. Stimulate recall of prior knowledge

N The learning material only focus on the current topic, rather than recalling the prior knowledge.

4. Present the material to be learned

Y Learning materials including texts, pictures, or animation are carefully presented in every section so that it’s easy for learners to figure out the learning content.

Phrase


Multimedia design!Miller & Miller (2000) stated that the structure of web reflects the multi-media nature

of information such as illustration, photos, figures and text. The use of multimedia enables the representation of the real-world authentic situations. Learners in well-produced multimedia design can trigger profound and and accurate learning. Kop, Fournier & Mak (2011) further indicated that the change of web from hyperlinked text pages evolved into interlinked sites composed of media and human interaction. The importance of multimedia design for instructional purpose cannot be overlooked. Rather, considering the use and design for enhancing comprehension is the urgent step to step out. We can divide multimedia design into three parts. First, the utilization of the media can improve understanding of the learning content. Second, the style of the multimedia shows congruence with the website. Third, the use of the multimedia is legal and stated with an appropriate Creative Commons license. !

5. Provide guidance for learning

Y In each circle of presenting learning content, the web use side-box, pause, or click to keep students on track.

6. Elicit performance "practice" Y After presenting the materials, there will be an interactive game or practice to help learners get familiar with sounds, skills or strategies in different forms.

7. Provide informative feedback

Y/N The website sometimes provide informative feedback to the learners.

8. Assess performance test Y At the end of each learning section, the website provides a game or assessment to monitor learning.

9. Enhance retention and transfer

N The website didn't inform the learners similar situation or provide additional practice to enhance their retention or transfer.

10. Include social interaction N The interaction in starfall only contains direct computer and human interaction and does not join social interaction like communicating with other learners or sharing scores to social networking sites.

Y/N DescriptionPhrase


The multimedia use of Starfall is research-based and carefully designed by professionals. The use of multimedia is appropriate and improves better understanding. The style of the multimedia also shows congruence in each section of the web. The pictures and illustrations are suitable for children. At last, all the multimedia is produced originally so there is not problem against Creative Commons license.!

The 3P model!The 3P model in terms of personalization, participation, and knowledge-pull is a

new technology enhanced learning model in the consideration of learning as a social, personal and dynamic process. It captures the successful factors in effective, efficient, reflected learning, and afford new vision of knowledge building in more student-centered way. Reflecting on Starfall website, personalization accounts for great amount because the website does offer mechanism to foster individualized learning. It only provides learner with a great amount of topics and visuals which are related to their lives. As for participation, their participation lies in the interaction with the flash-based program. Students highly participate in each learning activity, and the great engagement and involvement foster their participation in a meaningful and interesting way. As Knowledge-pull, a macro perspective of personal knowledge networking, is hard to implemented because Starfall is designed for primary level instead of complex mental processing. However, if we consider the whole picture of phonemic awareness formation or reading training, the development of reading ability can be seen as a way of knowledge pull. In conclusion, starfall.com is a close instructional website that offer students as channels of learn basic English in a fun and meaningful way. !

Discussion and Conclusion!Starfall is actually an ideal educational website for English language learners

especially for young learners. It offers a user-friendly web environment for both learners


Figure 5: the multimedia design of Starfall

http://starfall.com

and educators. Its richness learning materials and multimedia resources can foster language acquisition by natural and meaningful tasks. However, because Starfall is based on Flash, it cannot be perfectly presented on mobile devices. In addition, according to the above analysis, it is pity that Starfall doesn’t include much social interaction, or community participation to boost leaner-centered learning. Therefore, the following suggestions are stated for further improvement. First, incorporating the current learning content with collaborative interaction. Learning is complicated and under social-cultural interaction. Given the function of peer learning, Starfall would be more ideal for personalized development. Second, with the abundance of innovative webcam and sensors, website designers can embed more interaction rather than mouse/keyboard-based interaction since the phonemic training requires deliberate practice. Last, providing more guide or workable plan/curriculum to educators or parents can generate more possible ideas for effective use of the website. In conclusion, as learning in 21 century is changing in ever-faster pace, educators and E-learning designers should speed up with the trend of web-based learning to create meaningful, unthreatening, and effective strategies to facilitate digital natives’ learning. !!!!!!!!!!!!!!!!!!!!!


Reference!Chatti, M. A., Jarke, M., & Specht, M. (2010). The 3P Learning Model. Educational

Technology & Society, 13 (4), 74–85. !Gagne, R. M., Wager, W. W., Golas, K. C., Keller, J. M., & Russell, J. D. (2005). Principles of

instructional design. Cengage Learning. ISBN: 9780534582845!Hamid, A. A. (2001). E-learning: is it the “e” or the learning that matters?. The Internet and

Higher Education, 4(3), 311-316. !Harmon, S. W., & Jones, M. G. (1999). The Five Levels of Web Use in Education: Factors To

Consider in Planning Online Courses. Educational Technology, 39(6), 28-32. !Kop, R., Fournier, H. & Mak, J. S. F. (2011). A pedagogy of abundance or a pedagogy to

support human beings? Participant support on massive open online courses. International Review of Research in Open and Distance Learning, 12(7), 74-93.!

Leflore, D. (2000). Theory supporting design guidelines for web-based instruction. In Abbey, B. (Ed.). Instructional and cognitive impacts of web-based education. (pp. 102-117). IGI Global.!

Lowther, D. L., Jones, M. G., & Plants, R. T. (2000). Preparing Tomorrow's teachers to use web-based Education. In Abbey, B. (Ed.). Instructional and cognitive impacts of web-based education. (pp. 129-146). IGI Global.!

Miller, S. M., & Miller, K. L. (2000). Theoretical and practical considerations in the design of Web-based instruction. In Abbey, B. (Ed.). Instructional and cognitive impacts of web-based education. (pp. 156-177). IGI Global.


e-learning website observation & analysis: starfall.com

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