A Synergy Between the Technological Process and a Methodology for Web Design: Implications for Technological Problem Solving and Design

Abstract

Traditional instructional methodology in the Information System Design (ISD) environment lacks explicit strategies for promoting the cognitive skills of prospective system designers. This contributes to the fragmented knowledge and low motivational and creative involvement of learners in system design tasks. In addition, present ISD methodologies, including web design methodologies, do not focus sufficiently on technological problem solving and design. Engagement in system design tasks demands critical thinking [Shelly, Cashman & Rosenblatt, 2001, Systems Analysis and Design, 4th edn. Course Technology, Boston] and abstraction skills [Harris, 1999, Systems Analysis and Design for the Small Enterprise, The Dryden Press, Harcourt Brace College Publishers, Fort Worth]. The aim of this paper is to explain a synergy between the technological process and web design methodology and its influence on the development of the cognitive skills of learners in the ISD context. In this research, the Team Structure Software Process (TSSP) methodology was integrated with the stages of the technological process. An interface approach between Information Systems and Technology Education was adopted during the implementation of an Instructional Web Design Program (IWDP), which served as a framework for building a software product. This research was based on a qualitative, action-research approach where individual interviews, focus group interviews, observation and document sources were used to gather data. Seventeen students at an institution of higher education were observed and their experiences were investigated through a focus group interview, journals and an essay. In addition, an interview with the teacher was conducted to investigate her thoughts and feelings during the implementation of the IWDP. During the implementation of the IWDP, multi-method learning was promoted, enlarging learners' insight into the design process and a climate for enhancing intellectual processes and skills created [Jakovljevic, 2002, An Instructional Model for Teaching Complex Thinking through Web Page Design, DEd thesis, Rand Afrikaan University, Johannesburg]

Development of Concept-Based XHTML/CSS Pedagogy for Non-Technical Learners

“…Instructors are then faced with teaching not just facts and procedural knowledge, but also reasoning and understanding (Ariga & Watanabe, 2008) to Web design students who are most often "procedural rather than conceptual learners" (Karper, 2004, p. 139; see also Jakovljevic et al, 2004 process to a series of precise context-specific steps which they could then repeat over and over again, rather than approaching technology use in this situation as a series of flexible concepts and procedures that could be transferred to different situations. (Karper, 2004, p. 133) This finding suggests that teaching Web design as a procedural process is necessary-"multimedia and hypertext design must be taught as a process, similar to the ways in which rhetoric and composition approaches and teaches 'traditional' writing" (p.…”

“…For example, it is easy for most of the time and emphasis on the class to become focused on teaching markup and helping students solve problems in their syntax…in order to avoid neglect of educational issues, students need to constantly be encouraged to think about learning and teaching variables. (Maddux et al, 2008, p. 4229) In other words, Web design educators now recommend that instruction should evolve to be concept-based and to include the "explicit teaching of thinking skills" (Jakovljevic et al, 2004). Otherwise, students' overreliance on procedural learning can be detrimental to their ability to problem solve and transfer knowledge when practicing Web design:…”

“…The challenge that Web design represents "must be at the proper level of difficulty in order to be and to remain motivating: tasks that are too easy become boring; tasks that are too difficult cause frustration" (Bransford et al, 2000, p. 60; see also Garner, 2002). The use of conceptual learning strategies in Web design instruction, which can represent more difficulty for novices than procedural learning (Jakovljevic et al, 2004;Karper, 2004), must then be carefully considered for its impact on students' motivation to continue learning Web design.…”

“…The study even replicated Karper's (2004) finding that novices attempted to reduce all technological aspects of Web design…to a series of precise context-specific steps which they could then repeat over and over again, rather than approaching technology use in this situation as a series of flexible concepts and procedures that could be transferred to different situations. (p. 133) This reflected the students' comfort and prior experiences with procedural learning (Jakovljevic et al, 2004;Karper, 2004), as well as the fact that during learning, "the tendency is to use the same strategy or approach used the last time, thus diminishing the cognitive challenge of the problem" (Raths, 2002, p. 236-237). But, the conclusion should also be that the curriculum unit's application of conceptual learning strategies could be more effective.…”

“…Only those who manage to combine these two things can become good web designers" (Krunić et al, 2006, p. 326; see also Jakovljevic et al, 2004). Recall that the new science of learning argues that education "is better conceived as helping students develop the intellectual tools and learning strategies needed to acquire the knowledge that allows people to think productively" (Bransford et al, 2000, p. 5).…”