gwen dapper portfolio


In instructional technology, there are many tools that assist us in formative and summative evaluation. Formative evaluations help to ensure we are on the right track with what is being developed. Designing summative evaluations are something that I really enjoy creating and implementing. It is important to know what the learner thought about the training provided, and to try and determine how much they learned. In addition to this section on evaluation, I have provided examples of both these types of evaluation in the Design section of my portfolio.

For this section, I have included two complete evaluation documents that speak to my skills. First, a market survey that reviews Cascading Style Sheet courses that are found on the Internet. Sadly, it finds that knowing how to create CSS does not mean that the designer can use CSS effectively.

Second, a SOAP model that reviews statistical information provided by a instructional technology student at SJSU.

CSS Tutorials and Online Courses

When thinking about Interactive Technologies, learning is the first thing that comes to mind.  But, it is also important to think about the technologies behind them… The ones that make those technologies perform.  It is true, without Interactive Technologies there wouldn’t be online learning. But, Interactive Technologies are more to online learning than the ability to place and position courses on the web. Actually, Interactive Technologies were the topics of some of the very first online courses. 

A Interactive Technology that is used for performance is cascading style sheets.  Cascading style sheets allow for formating and positioning of HTML within the page without modifying the code.  And, as with many other Internet technologies before it, the best place to learn CSS is on the Internet. But, how well is it successfully being taught? 

This market survey, written for EDIT 271, looks at 16 online cascading style sheet courses and reviews them based upon several criteria: costs and certificates, course syllabi, course readings and resources, communications and assignments, teaching strategies, extensions, and the sites use PARC (proximity, alignment, repetition, contrast) model.

pdf version of the paper


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