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Create a Free Blogging Website at

Instructor Guide

Kimberlie Fair

EDIT 704: Spring 2014

Kimberlie Fair - EDIT 704 Instructor Guide

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Table of Contents

Background and Introduction......

Pedagogical Model...

The Six Major Components of Behavior Modeling - Theoretical Foundations and

Application.....

Prescribed critical steps/behaviors...

Credible model.

Skill practice exercises..

Feedback and social reinforcement..

Transfer strategies

On-the-job reinforcement.

Instructional GuidePurpose..

Learner Characteristics..

Sequence of Instruction - Building on Success..

Materials and Resources..

Learning Objectives - Observable Outcomes..

Assessment and Summation..

Slide Presentations

Module 1 - Create a Free Blogging Website..

Module 2 - Add a Blog Post With Pictures

Module 3 - Add a Page..

Module 4 - Edit a Page...

Module 5 - Add a Page with Pictures.

Module 6 - Change Your Theme

References

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Create a Website on WordPress.com

Background and Introduction

Social networking sites like Facebook and Twitter have become the dominant online environments for

individuals to curate and communicate their thoughts, images, and information. While these sites are

designed to serve the interests of their users, the terms of service agreements require the user to cede

control of posted content. The data collected is mined to serve the interests of the corporations that

control the sites.

WordPress.com is a blog web hosting service that provides a free or low cost service for the creation of

blogs and websites. While sites may be ad supported, users maintain ownership and control of content.

Automattic, the company that controls WordPress.com, only maintains the rights to use the content

created by users to promote the users websites (Terms of Service, 2013).

As a supplement to the instruction the members of Fair Studio receive, a lesson detailing the steps for thecreation and maintenance of a website at WordPress.com will be made available on the studios website:

FairStudio.com. The studios teacher will be available for both online and face-to-face support of the

studio members.

Pedagogical Model

The design of this instruction is based on the behavioral theory of operant conditioning :RSD SR

1. The discriminative stimulus is the situation or conditions that are set up for a response to occur.S )( D

2. The response is the reaction to the stimulus by the learner.R)(

3. The reinforcing stimulus is a stimulus that increases the probability that the desired responseS )( R

will occur in the future when the discriminative stimulus is presented (Schunk, 2012).

Behavioral principles apply to the instruction in the following ways (Ertmer and Newby, 1993):

Outcomes will be observable: The creation of the website by the student and the addition of content

to the website are both observable outcomes.

Mastery of early steps will occur before progressing to more complex levels: Mastery of the

basic skills necessary to maintain the website will occur before the student will progresses to more

complex tasks of content creation and site customization.

Reinforcement will be used to strengthen performance: Immediate reinforcement will occur on the

website when the created content is displayed. Social reinforcement will occur within the

environment of Fair Studio.

Simple to complex sequencing of practice will ensure a strong stimulus-response association:Successful creation of content on a website designed by the student will be a stimulus to create more

content (practice) which will strengthen and broaden skills through experimentation.


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The Six Major Components of Behavior Modeling - Theoretical Foundations and Application

1. Prescribed critical steps/behaviors:

In a behavioral learning environment clear directions are presented with direct instruction in a well

prepared presentation. Instruction is based on observable objectives, and tasks are broken down into

subtasks that can be mastered separately (Jonassen and Land, 2000).

Application:

The instruction will be divided into three objectives: creation of the website, posts to the website, and

modification of the website. Each of these will be broken down into subtasks that will be sequenced

with increasing complexity allowing the learner to master basic skills before proceeding to more

complex skills. Successful completion of the objectives will be demonstrated by the creation of content

and by the student proceeding to the next step in the sequence of lessons.

2. Credible model:

Though learning through observation of models is an element of social cognitive theory (Bandura,

1971), it can also be viewed from the operant conditioning perspective. Observation of the model can

function as a discriminative stimulus ( that emits a response that can be observed (Deguchi, 1984).)SD

Application:

An online lesson will include screenshots and detailed descriptions of the creation of a model website.

Modifications to the model will also be documented and presented. The model will exist as a

completed working website.

3. Skill practice exercises:

Practice is necessary to elicit proper responses, and periodic practice is necessary to maintain skills

over time (Ertmer and Newby, 1993). Chaining occurs when the reinforcing stimulus functions asS )( R

the discriminative stimulus for the next response , setting the occasion for further responses.S )( D R)(

Chaining plays a critical role in the acquisition of skills and occurs automatically when skills are well

honed (1978 Skinner cited by Schunk, 2012).

Application:

Once the student has created their website, content posting and website modification steps will be

repeated with increasing complexity to provide an opportunity for skill practice. The instruction will

include multiple forms of content creation beginning with a simple blog post, followed by instructions

for embedding photographs and other content. Because the modules will be posted on the studios

website, the students will be able to repeat any of the lessons at will.

4. Feedback and social reinforcement:

Reinforcement ( ) shapes a behavior and maintains the strength of a behavior over time (Skinner,SR

1961). Frequency of reinforcement is essential in the early stages of skill acquisition, and repetition ofthe stimulus-response cycle is necessary to strengthen skills (Skinner, 1961). Praise and attention are

social reinforcing stimuli and will increase the future likelihood that the response will recur (Schunk,

2012).

Application:

Successful content creation at each step in the instruction will provide immediate feedback to the

student. The studios teacher will be available for face-to-face and online support as needed.


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Additional social reinforcement will occur when the website is shared by the student with fellow

students, family members, and other associates. There will also be an opportunity for social

reinforcement if comments are allowed on the students site.

5. Transfer strategies:

Generalization is the occurrence of a response to stimuli that is different from the initial given stimulus(1953 Skinner cited by Schunk, 2012). Generalization allows transfer of skill across commonalities.

(Ertmer and Newby, 1993). The student will need to practice in order to be able to transfer a skill

from one task to another. (Jonassen, 2000).

Application:

Generalization will occur during the practice elements of the course which will present the student

with increasing difficulty and more options for posting and site modification. Once the student is

confident of their skills, transference can be demonstrated by the creation of posts that differ in form

from the initial posts. Additional websites can be created with different themes and subject matter.

6. On-the-job reinforcement:

Students need support as they perform tasks, through the use of positive feedback and reinforcement.Learning is most effective when the training is most similar to real world conditions (Jonassen and

Land, 2000).

Application:

Once the website is live, the student will continue to practice skills and techniques by maintaining and

updating the content of the site. If generalization has occurred the student will demonstrate

transference by continuing to build the website with more complex content and by creating additional

websites. Ongoing feedback from the studios teacher and fellow students will provide continuing

support.


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Instructional Guide

Purpose

The purpose of this guide is to provide online instruction for how to build and maintain a website using

WordPress.com for the members of Fair Studio, a music and mathematics teaching studio in Fairfax,

Virginia. The lessons will be posted to FairStudio.com without access restriction.

Learner Characteristics

The members of the studio range in age from 7 years to adult. Though all learners are used to working in

an online environment, there is a wide variation of skill levels and experience with online tools. Because

of the terms of service restrictions for WordPress.com (Terms of Service, 2013), the audience for this

instruction will be members who are 13 years of age or older.

Sequence of Instruction - Building on Success

The WordPress.com website provides powerful tools, but it is complex and can be intimidating. The

following guidelines were used in course development to standardize the environment to promote

generalization and transference.

All modules will use the same starting sequence, beginning from the WordPress.com homepage.

All modules will end with a sign out from WordPress.com

To provide immediate feedback at the end of each module, students are directed to access their

website to view the result of recent changes or additions.

Materials and Resources

A computer connected to the internet with access to WordPress.com

Optional: a second internet connected computer, cell phone, or tablet to view the instructional slides

available at FairStudio.com. While the lessons can be completed with one device, the need to switch

between windows will make following the instruction more difficult. Online instruction located at http://www.fairstudio.com/lessons/create-a-wp-site/

Note taking materials.

This is a self-paced online course and all content is included on the slides so instructor scripting is not

needed. The range of skill and experience of the learners is highly variable making it impossible to time

estimates for completion.

Learning Objectives - Observable Outcomes

Module/Objective Activity Observable Outcomes

1. Create a freeblogging website

and first blog entry

on

WordPress.com.

go to the WordPress.com site create an username and password

create a website address

choose a theme for the website

identify and modify the site title and

tagline

sign out

view the new website

The students website will becreated with a completed first

blog post.

The student will repeat the

module to create another

website, or the student will

proceed to the next module.


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2. Add a Blog Post

With Pictures

sign into the new account with

username and password

open the Dashboard

create a new blog post

add pictures to the media library

add pictures to the blog post publish the new blog post

sign out

view the new post on the website

The new blog post with

pictures will appear on the

website.


module to create another blogpost, or the student will


3. Add a Page sign into the account with username and

password

open the Dashboard

create a Page

publish the Page

sign out

view the new Page on the website

The new Page will be located

on the website.


module to create another

Page, or the student will


4. Edit a Page sign into the account with username and

password

open the Dashboard

select a Page to edit

publish the edited Page

sign out

view the edited Page on the website

The changes to the Page will

appear on the website.


module to edit another Page,

or the student will proceed to

the next module.

5.Add a Page with

Pictures

sign into the account with username and

password

open the Dashboard create a new Page

add pictures to the media library

add pictures to the Page

publish the new Page

sign out

view the new Page on the website

The new Page with pictures

will appear on the website.


module to create another Page

with pictures, or the student

will proceed to the next

module.

6. Change Your

Theme

sign into the account with username and

password

open the Dashboard

select a new theme

review the new theme, locate all

website elements, and select it or try

again

sign out

view the website with the new theme

and find all created content.

The website appearance will

be changed to the new theme

and the student will identify all

elements in the new design.


process to try another theme if

desired.


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Assessment and Summation:

The web is changing from a place where information was passively delivered to users to a platform for

the creation and the dissemination of content by users. While contact networks on social media sites are

useful to the members, there is little room for control of the delivery of and rights to the users creative

content. The successful completion of this instruction will serve as a gateway for the student to explore

the possibilities of website design that is under their control.

Completion of the objectives by the student will be demonstrated by the creation of a website that

includes blog posts and pages. As the student gains greater confidence there is opportunity in the

WordPress environment to upgrade the website to multiple premium forms, some of which allow

complete creative freedom.

The close knit social environment of the studio and the support of the studios teacher will encourage the

students to share their sites with each other. Viewing creative content from other students should

promote further exploration by the students of the process of building and maintaining their sites.

Interviews with the students who have completed the modules will provide feedback for revision of the

lessons and ideas for additional modules.

Slide Presentations

Module 1 - Create a Free Blogging Website


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Module 2 - Add a Blog Post With Pictures


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Module 3 - Add a Page


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Module 4 - Edit a Page


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Module 5 - Add a Page with Pictures


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Module 6 - Change Your Theme


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References

Bandura, A. (1971). Social learning theory. Morristown, NJ: General Learning Press. Retrieved on

April 5, 2014 fromhttp://www.esludwig.com/uploads/2/6/1/0/26105457/bandura_sociallearningtheory.pdf

Deguchi, H, (1984). Observational learning from a radical-behavioristic viewpoint. The Behavior Analyst

1984, 7, 83-95 No. 2 (Fall). Retrieved on April 5, 2014 from

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2741741/pdf/behavan00067-0003.pdf

Ertmer, P. & Newby, T. (1993). Behaviorism, cognitivism, constructivism: comparing critical features

from an instructional design perspective.Performance Improvement Quarterly,6(4): 50-72.

doi:10.1111

Jonassen, D. H., & Land, S. M. (2000). Theoretical foundations of learning environments. Mahwah,NJ: Lawrence Erlbaum Associates, Inc.

Schunk, D (2012).Learning theories: An educational perspective. Boston, MA: Pearson

Skinner, B. F. , (1961). The science of learning and the art of teaching. Cumulative record (enlarged

ed.). Century psychology series., (pp. 145-157). East Norwalk, CT, US: Appleton-Century-Crofts.

Retrieved April 5, 2014 from

http://tzmvirginia.files.wordpress.com/2013/12/skinner-cumulative-record.pdf

Terms of Service. WordPress.com. Retrieved April 5, 2014 from http://en.wordpress.com/tos/


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