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Create a Free Blogging Website at
Instructor Guide
Kimberlie Fair
EDIT 704: Spring 2014
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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.
The student will repeat the
module to create another blogpost, or the student will
proceed to the next module.
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.
The student will repeat the
module to create another
Page, or the student will
proceed to the next module.
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.
The student will repeat the
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.
The student will repeat the
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.
The student will repeat the
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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