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Criteria	(1) Perfect: No Revision Needed	(2) Adequate: Some Revisions are Necessary	(3) Inadequate: Major Revisions are Necessary
Personal Introduction Page	x
Standards Matrix	x
Artifacts & Reflections	x
Comprehensive Reflection Page	x
Usability	x
Overall Quality	x

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• Finish designing and building template
• Develop each page (home, resume, artifacts & reflections, comprehensive reflections, standards matrix)
• Select artifacts
• Write personal introduction page
• Write biography
• Update resume

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• Write artifact reflections
• Write comprehensive reflection
• Create standards matrix
• Conduct usability tests

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• Final edits to artifact and comprehensive reflections
• Revisions to site design and usability

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PDF Version

Clark, R.C. & Mayer, R.E. (2003). E-learning and the science of instruction. San Francisco, CA: Pfeiffer.

Fleming, M. & Bednar, A. (1994). Concept-Learning Principles. In M. Fleming & W.H. Levie, Instructional message design: Principles from the behavioral and cognitive sciences (2nd ed. pp. 233-250). Englewood Cliffs, NJ: Educational Technology Publications.

Gayeski, D. (1999, March). Out-of-the-box instructional design. Training & Development Magazine, 53, 3, 44-50.

Kearsley, G (2006a).  Component display theory (M.D. Merrill). Explorations in learning and instruction: The theory into practice database. Retrieved December 6, 2006, from http://tip.psychology.org/gagne.html

Kearsley, G. (2006b). Conditions of learning (R. Gagne). Explorations in learning and instruction: The theory into practice database. Retrieved December 6, 2006, from http://tip.psychology.org/gagne.html

Kearsley, G. (2006c). Situated learning (J. Lave). Explorations in learning and instruction: The theory into practice database. Retrieved December 6, 2006, from http://tip.psychology.org/lave.html

Keller, J. & Burkman, E. (1994). Motivation principles. In M. Fleming & W.H. Levie, Instructional message design: Principles from the behavioral and cognitive sciences (2nd ed., pp. 3-50). Englewood Cliffs, NJ: Educational Technology Publications.

McManus, P. & Rossett, A. (2006, February). Performance support tools: Delivering value when and where it is needed. Performance Improvement, 45, 2, 8-16.

Nielsen, J. (n.d.). Ten usability heuristics. Retrieved December 4, 2006, from http://www.useit.com/papers/heuristic/heuristic_list.html

Rossett, A. (1999). First things fast: A handbook for performance analysis. San Francisco, CA: Jossey-Bass/Pfieffer

Rossett, A. & Frazee, R. (2006). Blended learning opportunities. American Management Association.

Rossett, A. & Mohr, E. (2004, February). Performance support tools: Where learning, work, and results converge. Training and Development, 35-39.

Rossett, A. & Schafer, L. (2007). Job aids and performance support: Moving from knowledge in the classroom to knowledge everywhere. San Fransisco, CA: Pfieffer.

Samuels, L. (2002, January 1). Designing for usability on a shoestring. Retrieved December 4, 2006, from http://www.ddj.com/184412334

Soloman, H. (2006). Cognitive load theory (J. Sweller). Explorations in learning and instruction:The theory into practice database. Retrieved December 6, 2006, from http://tip.psychology.org/sweller.html

Thiagarajan, S. (1999). Rapid instructional design. Retrieved September 25, 2006, from http://www.thiagi.com/article-rid.html

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