Google Docs: Organization and Collaboration Tools for Educators

Jennifer L. Harris Boise State University M.E.T. EdTech 503: Instructional Design Summer 2012

Table of Contents___________________________________________ Synthesis Reflection Paper………………………………………………………..4 Part 1. Topic ………………………………………………………………………5 1a. Goal statement………………………………………………………….5 1b. Audience description…………………………………………………...6 1c. Rationale…………………………...……………………………………6 Part 2. Analysis Report …………………………………………………………..6 2a1: Needs assessment survey……………………………………………..6 2a2: Needs assessment data………………………………………………..7 2b1: Learning context description…………………...……………………9 2b2: Transfer context description…………………………………………9 2c: Description of Learners ...……………………………………………10 2d: Task Analysis Flow Chart……………………………………………10 Part 3. Planning………………………………………………………………….16 3a: List of instructional objectives……………………………………….16 3b: Objectives matrix table………………………………………………17 3c: ARCS Table…………………………………………………………...19 Part 4. Instructor Guide ………………………………………………………...20 Introduction…………………………………………………………….....20 Body………………………………………………………………………..21 Part I………………………………………………………………...21 Part II…………………………………………………………...…..21 Part III……………………………………………………………...21 Part IV………………………………………………………………22 Part V…………………………………………………………... ….22 Part VI…………………………………………………………... …23 Part VII……………………………………………………………..24 Conclusion…………………………………………………………...….…24 Part 5. Learner Content ………………………………………………………...24 5a: Learning materials……………………………………………………24 5b: Assessment materials…………………………………………………25 5c: Technology tool rationale…………………………………………….25 Part 6. Formative Evaluation Plan …………………………………………….26 6a: Expert review plan……………………………………………………26 2

6b: One-to-one review plan………………………………………………26 6c: Small group evaluation plan…………………………………………26 6d: Field trial plan………………………………………………………...27 Part 7. Formative Evaluation Report ………………………………………….27 7a: Evaluation survey……………………………………………………..27 7b: Report of expert review………………………………………………27 7c: Designer’s response to review………………………………………..28 Part 8. AECT Standards Standards Grid …………………………………………………………...29 Course Goals and Objectives…………………………………………….30 AECT Standards.………………………………………………………....31 Appendix A: Learner Analysis Survey…………………………………………34 Appendix B: Assessment Checklist..……………………………………………37 Appendix C: SME Survey..……………………………………………………...41

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Reflective Synthesis Paper The semester has certainly been an eye opening experience in terms of the assessment driven, systematic, and cyclical, requirements for a successful instructional design project. Developing an instructional design project has been very challenging and has expanded my knowledge in the development of meaningful and authentic instruction. Perhaps it is because I’ve always taught the same subject, music, to the same age group, Kindergarten through 6th grade, that never caused me to think of asking if their was an actual need for instruction. I suppose it never occurred to me because if there was not a need for instruction then districts would not need to employ music teachers. I teach according to the standards set forth by the district which one can assume follows a need for instruction. The question of determining if instructional design is necessary was one of the first intriguing parts of this course that I experienced. I must admit feeling a knot in my stomach as I wondered what I would do if I determined instruction not to be necessary for the Google Docs project I chose. Smith and Ragan (2005), mention that “it is generally a mistake to invest in the development of new instructional materials for topics that students are learning well with existing cost-effective instruction” (p.43). Questioning the necessity for a design project could certainly be a money saver for both companies and school systems. I have to wonder how many companies and schools spent senseless money on instruction when another problem was the cause for what they thought warranted the instruction. I also wonder how often an instructional design project is passed down from higher powers within an institution in which there is not an instructional need. The use of learner needs assessments also ties into the need for instruction. I found that the development and responses to the needs assessment had a major impact on the way I designed the instruction in this project. The answers to the learner needs assessment were not what I expected to hear from potential learners. I assumed that most of my learners already had the procedural knowledge to complete tasks I view as simple, such as storing documents on the district server and logging into Google Docs. These findings caused me to be more specific and detailed in the development of the instructor guide and video tutorials. My goal was to make the instructional guide and other materials simple enough that a novice user could become the instructor. I believe that if the instruction has been broken down in the previously mentioned way then all of the types of learners seen in the needs assessment would be able to follow the instruction. Additionally, the use of a learner needs assessment will be a stark contrast from the way I once operated. Their will be a clear distinction between when I first arrived in my current district where I tried to assess 6th grade learners as a large group, thought I knew what level they were at, and then ended up starting near the beginning when it came to their musical instruction. If I had developed any kind of needs and learning assessments then I might have truly understand what level students had reached. Instead, a large part of the year was wasted on content they already knew but had been taught in a format. I now have the instructional design tools necessary to avoid making that mistake again. The use of an SME in the second part of the instructional design project also expanded my knowledge of design principles and strategies. I am so accustomed to being the sole authority on my subject area that it has been a long time since I’ve considered having someone who qualifies as an expert look at the instruction, projects, and lessons I have developed. Input from the SME was extremely helpful and fulfilling as the person provided me with important criticism as well as the knowledge that someone who qualifies as an expert was able to follow

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the instructional plan. I find this even more valuable as a teacher of extremely young children. Having an adult review my instructional materials can help me see gaps in my instruction that might be difficult for a person who has been involved in playing music for more than twenty years. If an SME for a musical instructional design document has trouble following the instructor guide then I know for certain that the young children will as well. The instructional design process is a much longer and more intensive endeavor than I ever imagined. Designing for instruction is like answering a word problem in math. A person must identify the problem or question that determines if instructional design is needed in the same way a person must determine what the math problem is asking the person to solve. The designer and solver must carefully look through all of the details, selecting what will be most important for an appropriate solution. They both must plan correct strategies and then complete a systematic procedure in order to attain a realistic end result. Solving a math word problem and designing for instruction both require a person to spend a significant amount of time so as not to miss valuable information which could affect the outcome. Both the instructional designer and the math problem solver must evaluate their work throughout the process. While it is always hard to see myself leaving the classroom or the public school system, I think that the instructional design process fits in well with my professional goals. I would like to be able to develop online instruction in a contracting type of role or as an educational technology design coach. This would allow me to continue with public educational instruction while influencing instruction in educational technology. The knowledge I gained in experiencing the instructional design process and understanding the cyclical procedures would also be a benefit if I were to teach undergraduates students who were learning to become future educators. According to Smith and Ragan (2005), “the term instructional design refers to the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” (p. 4). The instructional design process is a valuable way for beginning educators to develop instruction. I would use the instructional design process to help learners see flaws in their instruction, create instruction which is sequential and systematic, develop appropriate assessments, and evaluate their work and each others work. I would also feel successful developing instruction in the corporate world. I would use the tools found in the instructional design principles to develop instruction in areas where I may have little to no prior knowledge. Instructional design allows creators who have no background to develop appropriate instruction through a systematic process which leads to success. References: Smith, P.L., & Ragan, T. J. (2005) Instructional design (3rd Ed.). Danvers, MA: John Wiley and Sons.

Part 1. Topic_______________________________________________ Part 1a. Learning Goal District teachers, divided into grade/subject specific small groups, will apply the basic tools of Google Docs through create, share, and collaboration features to create an appropriate classroom activity to use with their own target audience.

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Part 1b. Audience Description According to the Newton Community School: Annual Report 2010-2011, about half of the 230 educators have a master’s degree or higher. All teachers have a dedicated Dell laptop which the district provides, and are expected to make use of the Microsoft Office Suite for emails and documents.

Part 1c. Rationale I chose this topic because my district has plans to switch all employees over to Gmail by the spring of 2013. Their purpose in doing this is to eventually do away with the need and costs associated with Microsoft Office Suite as well as district server upgrades and maintenance. They are looking at one to one laptops for our secondary levels in the next 2-3 years, and implementing Google Docs and applications is part of that plan. This instructional design project falls under the needs assessment model for innovation. The use of Google Docs is an innovational change in the way information will be uploaded, created, saved, sent, and shared by district teachers and potentially secondary students. Google Docs is an innovative way to side step the need and costs related to Microsoft Office and district server storage. Learners will generally experience supplantive strategies throughout instruction with about 10% of instruction using generative strategies. Generative strategies will be incorporated when beginning the end product assessments. Supplantive strategies were chosen due to lack of previous knowledge and anxiety levels, as well as general misconceptions seen in the learner analysis. When speaking in terms of misconceptions, the data shows that learners who answered questions about storage and collections generally thought Docs were stored in an email folder of their Gmail account and that collections are the actual document types (Document, Presentation, Spreadsheet, etc.). Additionally, a supplantive approach is appropriate due to the limited instructional time, domain specific content, universality of goals, and the high accountability involved. The major instructional strategy involved in the learning of Google Docs will be instruction in learning procedures. Learners will have to recognize which procedure fits the activity best when organizing or collaborating and carry out the steps for the appropriate procedure. For example, if a learner wants to begin synchronous collaboration on a document, the learner must first determine who is viewing the document, and if everyone necessary to the project development is viewing then begin. However, if not all the collaborators are viewing the document, the learner must follow the procedures for emailing collaborators.

Part 2. Analysis Report______________________________________ Part 2a. Description of the Need Part 2a.1 Needs Analysis Survey A needs analysis survey was developed to determine the current level of knowledge district educators already have concerning Google Docs features. In addition to questions regarding actual knowledge, questions were also included to gage learner’s anxiety and motivational levels. The survey was created using the Google Docs forms tools and emailed to the learners’ school domain email addresses to be taken online. The survey questions asked of

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learners can be found in Appendix A.

Part 2a.2 Needs Analysis Report Fig. 2.1 Ability to use current software/hardware: The results of the learner analysis survey indicate that the learners surveyed are generally comfortable with word processing software and use them frequently, but have little to no knowledge of Google Docs and the features that lie within (Fig. 2.1). In general, learners projected a positive outlook towards the features Google Docs has to offer as well as the ability to use tools that are similar in nature such as chats, data back up, and software, but little knowledge as to how to use or even navigate to Google Docs (Fig 2.1). The survey also indicates learners generally know how to back up their information to spaces other than their machine’s hard drive, but find themselves too busy to remember to do such. When answering the question related to using the provided server to back up documents and/or list how documents are personally backed up, one learner sarcastically states, “I don’t use them, I don’t back up my documents that often, because I’m an idiot and if my computer crashes, I would rather remake everything apparently.” This is a clear indication that learners understand the importance of backing up information, but do not make use of provided tools. One of the great features of Google Docs is that documents are saved automatically. Anxiety Levels: Anxiety related questions indicate that learners are open to the way Google Docs will allow them to view documents collaboratively (Fig. 2.2) Nine out of ten learners say they are interested in being able to use the tools to view student actions and work synchronously, with the only uninterested party being the transitional kindergarten teacher. This makes sense given transitional kindergarten students are of age to attend kindergarten, but are put in a remedial class due to various issues (social, motor, etc.) and move on to a traditional kindergarten classroom the next year. Learner interest also makes sense given that seven of the ten participants teach more than one grade level in a transitional kindergarten through third grade building. Fig.2

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Opinions on instructional setup: Finally, opinions on how learners want to be instructed resulted in diverse answers. Six of the learners want to learn in small groups of 2-3, two learners were interested in learning as a building, and two learners wanted to learn as a grade/subject level. Given the main objectives for this project, it is likely most beneficial to divide learners into grade/subject areas. Elementary buildings in the district generally have 4-5

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teachers per grade level, while the amount of teachers per subject at the secondary level varies. It may be most beneficial to have elementary learners group as grade levels, and secondary instructors break subject level learners into even smaller groups. Instructor availability was also divided with six learners wanting an instructor to give basic directions to small groups, and four learners wanting an expert available in each building. There isn’t a real significant correlation between size of the learning group and the availability of an instructor/expert.

Part 2b. Description of the Learning Context Part 2b.1: Learning context Learners will receive instruction in their respective buildings during designated professional development time. Learners in the district have access to their personal, school provided laptop at all times, and several labs are available for learners whose machines have been taken for maintenance. Most buildings have two or three computer labs with about 25 machines in each lab. All machines have the most recent versions of Internet Explorer and Mozilla Fire Fox browsers installed as well as the Microsoft Office Suite 2003 (Outlook, Word, Excel, Power Point, and more). Buildings are equipped with libraries and cafeterias where most professional development takes place, as well as an 800 seat auditorium at the high school. Learners also have the potential for using their own classrooms. All buildings and administration offices are set up for high speed wireless internet access with access separated by teacher, student, and guest. Nearly all classrooms and all libraries have an Elmo and an LCD projector for when mass viewing is necessary. Additionally, all rooms also have land line phones, and buildings have intercom systems if an instructor needed to be contacted. Courses will be administered during Wednesday professional development times. Every Wednesday children get out of school one hour early so teachers can have meetings and professional development time. Instruction will take place during these times, but practice outside of the work day will be encouraged. During course delivery, groups of learners will have access to YouTube tutorial videos created by instructors and an “expert” who has already been through the training. The instructors in each building will be the building’s media specialist who is already familiar with Google Docs and who has been already taken part in this training. These instructors are the IT department’s liaisons to school faculty. They will be responsible for beginning lessons, being available for groups with questions, and will assess activities and assessments.

Part 2b.2: Transfer context The main goal in this instruction is for learners to be ale to apply the organization and collaboration tools to organize documents and create and/or collaborate with other teachers on grade and subject level documents. After the given instruction, learners should be able to transfer knowledge to incorporate student use of Google Docs in the classroom. However, learners will be able to transfer their knowledge to other areas outside their employment. There are various applications for the use of Google Docs outside the district. For example, educators who are continuing their education will be able to use the tools to create, store, and organize work. These learners will also benefit from their instructed knowledge of the collaboration tools when doing group work in these courses. Learners may also find Docs useful for creating and/or backing up documents on their home machines, such as expense reports, budgets, letters,

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pictures, or family presentations. Parents can use Docs to view their child’s school work, and communicate with teachers about the work using the comments tool. Learners may choose to educate their older children in the use of Docs before kids begin college so that their children can benefit from storage, organization, and collaboration features.

Part 2c. Description of the learners According to the Newton Community School: Annual Report 2010-2011, 135 of the 230 faculty members in the district have a master’s degree or higher. In addition to that number, 250 staff members make up support, nursing, and administrative staff most of whom would also need to be trained in Google Docs implementation. Of the 230 certified faculty members, 176 of those people have between zero and fifteen years experience in the district. Forty new people were hired during the 2010-2011 school year. The last two characteristics are a clear indication for how often training will need to take place. There is a high turn around rate for non-certified personnel who are mostly student aids. It will be important for these para-professionals to be knowledgeable in the use of Google Docs given that the students they assist will be using the applications and features. While the ten learners who were part of the needs analysis survey are a very small portion of the actual learning audience, these learners represent a large slice of the learner age demographics. Two of the learners have been educators for 5-8 years, 1 learner has been teaching for 8-12, three are in the 12-20 range, two from 20-30, and the last two have 30+ years of experience. One of the learners has been a teacher in this district for forty-four years. It is important to note that none of the learners who returned the survey are male. All district teaching faculty have the use of a dedicated Dell laptop computer, and have had this type of computer for many years. The district currently uses Microsoft Office products to communicate with emails as well as the word processing, spreadsheet, and presentation software that comes with Office. According to the needs analysis survey, 100% of learners who participated feel comfortable using Microsoft Word. Also note that Microsoft Outlook is a required tool of use in email communication across the district. Educators are required to check their email for important communications from administrators which may include announcements and emergency notifications. Information is stored on servers which have been partitioned according to the building where the staff member teaches. Every year the tech department sends out an annual email reminding teachers to back up information to the server. As seen in the learner analysis, not all teachers follow through with this recommendation. In April of 2012, the district contractors finished installing wireless across the district. All buildings are now equipped with wireless access, and it may be relevant for instructors to overview how to access this network given the newness.

Part 2d. Learning task analysis (the flow chart) The following pages are a flow chart demonstrating task analysis. All main objectives are located at the top of the page and are linked to the objective at the top of the next page by an arrow.

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Part 3. Planning____________________________________________ Part 3a. Learning Objectives Objective 1: Access Google Docs and Navigate to the Homepage 1a) Given a username and password, login to the Google site. 1b) Given a username and password, navigate to the Google Docs homepage and take a screenshot. Objective 2: Create a document using one of the MS Office style programs. 2a) Given access to Google Docs, create and title two new documents and name them. 2b) Given access to Google Docs, take a screenshot of the documents list with your two new documents named. Objective 3: Share a project with colleagues using various collaboration options. 3a) Apply collaborative tools by sharing one document with the instructor using the Home Page tools. 3b) Apply collaborative tools by sharing one document with a colleague via the tools on the document editing page. 3c) Given the same two documents, apply sharing by publishing one to the web, and emailing the other as an attachment to the instructor. Email the link of the published document separately. Objective 4: Get organized by utilizing multiple tools.

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4a) Given a document on the desktop, upload said document to Google Docs. Ask the instructor to visually check your work 4b) Given access to Google Docs, Create two collections. 4c) Identify two ways to add a document to a collection by editing the Adding a Document word processing document the instructor has shared with you. 4d) Apply organizing techniques to ten different documents given three collections. 4e) Given specific criteria (e.g. title, priority, last modified, etc.) sort Documents three ways for a peer. 4f) Given a Document “owned” by the instructor, take a copy of that document and make yourself the “owner.” 4g) Given a shared document, access the Google Docs Home Page and edit the shared document. Objective 5: Use collaborative tools to work through activities with colleagues 5a) Given a shared document called “Viewers”, identify two current viewers and type their names into the Viewers document. 5b) Given a shared document, view revision history and select the most appropriate revision tool for a given problem. 5c) Given a shared document, use the comments panel to discuss ways you could use Google Docs at home with other viewers. 5d) Given the instructor’s email address and a colleague’s, use the email collaborators tool to send both an email. Objective 6: Use skills from objectives 1-5 to create, share, and collaborate on a grade/subject level appropriate activity. 6a) Synthesize sharing features and demonstrate them for a peer. 6b) Given a group from the same grade/subject level, create and share an activity appropriate for the learners you educate, using collaborative features.

Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Assessments

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Part 3C. ARCS Table ATTENTION A.1 Perceptual Arousal >The instructor will provide video clips of users describing how Docs has helped improve learning, instruction, and organization in classrooms such as: http://youtu.be/eRqUE6IHTEA http://youtu.be/TYPjJK6LZdM Or other videos found on the Google YouTube channel below http://www.youtube.com/user/Google/videos A2. Inquiry Arousal >The instructor will provide and demonstrate an example of a well used and maintained Google Docs homepage, showing various files, collaborations, and collections. This will likely be from their personal Docs homepage. A3. Variability >The instructor will direct learners to participate in activities with different partners in their group each time they are asked to collaborate.

RELEVANCE R1. Goal orientation >The instructor will provide a 5 step pre-assessment on using Google Docs. Learners who are able to complete all steps correctly will become group leaders. R2. Motive matching >The instructor will ask learners to create documents and collections based on their teaching area. The instructor will have learners upload their own documents and email collaborators from their personal subject area. R3. Familiarity >The instructor will provide appropriate real life examples for learners to equate what they are doing to the ways in which Docs make steps more effective. For example: the idea of a worksheet stored in a folder which takes up space and requires time to sort through to find becomes much easier in Docs where space, folders, and documents are not physical and document descriptions can be typed in to find worksheets.

CONFIDENCE C1. Learning requirements >The instructor will provide learners with a list of sub goals divided by module or lesson. C2. Success opportunities >Groups will share their final culminating activity with groups from the same grade/subject level in a different building. Because groups will be sharing with the same subject/grade level, they are more likely to be able to use these materials in their own instructions. C3. Personal control >The instructor will provide a check off sheet which will be used by various partners to “grade” individuals on the completion of sub-goals

SATISFACTION S1. Natural consequences 19

>The instructor will put learners in groups that share a common teaching grade level and/or subject. The instructor will prompt learners to create documents and collections based on the learner’s subject. S2. Positive consequences >Learners will receive a Google Docs Training certificate from the district. Examples of “excellent” work will be included in future trainings. Learners will have access to grade level/subject specific lesson plans from teachers across the district. S3. Equity >The instructor will provide 3 opportunities for groups to share work with other groups of the same subject/grade level. Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10), 1-8.

Part 4. Instructor Guide_____________________________________ Introduction_______________________________________________ Before beginning instruction, make sure each learner has their individual laptops set up with an internet connection. Provide the instructor’s email address in a place that is always easily visible to all learners. Email learners the following link: http://www.youtube.com/playlist?list=PL1BE5BE003387ADA5&feature=plcp and inform learners that this link will list all tutorial videos involved in instruction. The instructor will also need a computer, speakers, and projector set up. Gain Attention: Begin by gaining learners attention by asking them to focus on the projected image. Start by showing the following YouTube video about teachers who have already been successful using Google Docs: http://youtu.be/TYPjJK6LZdM Inform Learners of Purpose: Explain that the IT department has chosen to move the district from the Microsoft Office Suite to Google Docs because of the organization and collaboration tools, cost effectiveness, and secondary education’s move to one-to-one laptops for students. Explain that you will be showing learners how to take advantage of many of the tools teachers from the video were using. Arouse Interest and Motivation: Divide learners into small, subject/grade level specific, even numbered groups of 4-6 people. Ask learners to list 3 items (worksheets, patterns, assessments, etc) that another colleague in their group has stored on their computer or in hard copy form which they would like to have. Have groups compare lists. Explain to learners that everyone in their group or even in the room could have a copy of this document in an online format which would allow them to print a copy whenever they needed it, wherever they are so long as they have access to the internet, and without asking permission or borrowing the original hard copy. Preview the Learning Activity: Use the Google Docs presentation tool to provide a list of objectives and sub objectives (see part 3A for objectives and sub objectives). Show examples of simple sub objectives using instructor’s Docs homepage.

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Body______________________________________________________ Recall relevant prior knowledge: Learners will find one of the following which they have already created using MS Office: Word Document, Spreadsheet, and Power Point. Learners will be prompted to do a mental recall of how they created those documents, the location of editing, inserting, and format tools, and where and how the documents were saved. Learners will asked how they shared those documents with colleagues. Present information and examples: Instructor will find all tutorial videos here: http://www.youtube.com/playlist?list=PL1BE5BE003387ADA5&feature=plcp Please see “Instructor Directions” below for a step by step guide to teaching the course. Focus Attention or Gain & Direct Attention: Explain to learners that all tutorial videos will be divided into chunks so learners will have time to rewind or watch tutorial videos again. This link has also been emailed to the learners so they may work from home. Employ Learning Strategies or Guide or Prompt Use of Learning Strategies: Learners will be asked to share their preferred way of completing practice examples for a partner since multiple ways to do the same thing often exist. (Ex. There are 4 different ways to share a Doc) The learner will share why they chose this method as opposed to other possibilities. Practice: The instructor will ask learners to practice skills in between chunked tutorial videos so that there isn’t too much information to practice at any given time. Evaluate Feedback or Provide Feedback: Group leaders and members will provide feedback to individuals while practicing. A partner or the instructor, depending on the assessment, will provide feedback via a checklist (see Appendix B). This checklist will dictate the expected steps and the partner will answer and record if the learner completed all steps or needs more practice. Instructor Directions: I. Introduction A. Gain attention, show the following YouTube video - http://youtu.be/TYPjJK6LZdM B. Arouse Interest and Motivation (see above) C. Preview Learning Activity (see above) D. Recall relevant knowledge (see above) II. Lesson 1: How to Access Google Docs A. Show YouTube Video “How to Access Google Docs” from playlist located here http://www.youtube.com/playlist?list=PL1BE5BE003387ADA5&feature=plcp B. Give learners adequate to time practice accessing Google Docs and identifying homepage. C. Demonstrate steps for a partner D. Complete Assessments (Assessment Checklist 1a & 1b, Appendix B) Instruct the learners to: i. Take a screenshot of themselves logged into the Google site ii. Take a screenshot of themselves on the Google Docs homepage iii. Email screenshots to instructor 21

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Lesson 2: Comparison Between Docs and Office & How to Create a Doc A. Show YouTube Video: “Docs/Office Comparison & How to Create a Doc” from playlist located here – http://www.youtube.com/playlist?list=PL1BE5BE003387ADA5&feature=plcp B. Give learners adequate time to practice creating, naming, and finding created documents C. Complete the partner and instructor assessments (Assessment Checklist 2a & 2b, Appendix B) Do not allow learners to use the same partner from a previous lesson. Instruct the learners to: i. Create and name 2 new documents then take a screenshot ii. Email screenshot to instructor D. End Instructional Period – Verbally summarize recent instruction Lesson 3: Four Ways to Share Google Docs A. Recall and review Lessons 1 & 2 using guided group discussion B. Show YouTube Video: “Four Ways to Share Google Docs, Video 1:3” from playlist located here – http://www.youtube.com/playlist?list=PL1BE5BE003387ADA5&feature=plcp C. Give learners adequate time to practice sharing docs from the homepage and within documents D. Show YouTube Video: “Four Ways to Share Google Docs, Video 2:3” from playlist located here – http://www.youtube.com/playlist?list=PL1BE5BE003387ADA5&feature=plcp E. Give learners adequate time to practice publishing documents F. Show YouTube Video: “Four Ways to Share Google Docs, Video 3:3” from playlist located here – http://www.youtube.com/playlist?list=PL1BE5BE003387ADA5&feature=plcp G. Give learners adequate time to practice emailing documents as attachments H. Complete partner and instructor assessments (Assessment Checklist 3a-3c, Appendix B) Do not allow learners to use the same partner from a previous lesson. Instruct the learners to: i. Share one new document with the instructor (provide instructor’s email address) ii. Share one document with their partner iii. Publish a document and email the instructor the link iv. Email an attached document to the instructor Lesson 4: Getting Organized with Google Docs A. Before instruction: i. The instructor will create a document titled “Adding a Document” and share with all learners. ii. Share 10 documents named after 3 obviously different areas (suggestions: numbers, alphabet, symbols) Have learners create 3 collections after collections instruction takes place and name the 3 collections after those areas. iii. The instructor will create a document titled “Take a Copy” filled with filler text.

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iv. Call learner’s attention to these documents announcing that these will be part of the lesson assessments. B. Show YouTube Video: “Getting Organized with Google Docs, Video 1:2” from playlist located here – http://www.youtube.com/playlist?list=PL1BE5BE003387ADA5&feature=plcp C. Give learners adequate time to practice uploading documents from their computers, creating collections, and placing documents into collections D. Show YouTube Video: “Getting Organized with Google Docs, Video 2:2” from playlist located here – http://www.youtube.com/playlist?list=PL1BE5BE003387ADA5&feature=plcp E. Give learners adequate time to practice sorting documents and copying the documents owned by others F. Complete partner and instructor assessments (Assessment Checklist 4a-4g, Appendix B) Do not allow learners to use the same partner from a previous lesson. Instruct learners to: i. Upload a document from their computer to Google Docs then have the instructor visually check the work ii. Create and name 2 collections iii. Access the “Adding a Document” doc, type the learner’s name, and then describe 2 ways a person can add a document to a collection. iv. Create 3 collections according to Aii. then organize the 10 shared documents accordingly v. Sort documents 3 ways for a peer (see checklist) vi. Take a copy of the document Titled “Take a Copy” which is owned by the instructor. vii. Demonstrate the editing of a shared document (Use the “Take a Copy” document) for a peer. G. End Instructional Period – Verbally summarize recent instruction Lesson 5: Google Docs Collaboration Tools A. Before instruction: i. The instructor will create a document titled “Viewers” and share the document with all learners. ii. Create a document with several levels of revision history and share the document with all the learners individually. Title this document “For revising” iii. Call learner’s attention to the documents announcing that these will be part of the lesson assessments. B. Recall and review Lessons 1-5 using guided group discussion. C. Show YouTube Video: “Google Docs Collaboration Tools” from playlist located here – http://www.youtube.com/playlist?list=PL1BE5BE003387ADA5&feature=plcp D. Give learners adequate time to practice using collaboration tools E. Complete partner and instructor assessments (Assessment Checklist 5a-5d, Appendix B) Do not allow learners to use the same partner from a previous lesson unless the group is too small. Instruct learners to:

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VIII.

i. Access the document called “Viewers” which has been shared with them. Type: Viewer: (Learner Name) [return} People currently viewing this document: (Learner will list names of people currently viewing) ii. Access the document called “For revising,” change the name of the document to lastname_forrevising, then choose the best revision and revert the document to this revision iii. Use “email collaborators” to email a document shared with the instructor and a peer. Present Final Assessment Project A. Learners are already divided into groups. B. Learners will work as a team to create an activity which they can use with their students using Google Docs features. Projects may be from uploaded materials which were originally hard copies. Instructor will highlight expectations found in grading checklist. C. Instructor will ask groups to share final projects with another group D. As a group, learners will assess each other’s projects E. See assessment (Assessment Checklist 6a & 6b, Appendix B) Begin Conclusion (see below)

Conclusion________________________________________________ Summarize and review or Provide summary and review: Show summary video http://youtu.be/jo_o5mjUSio Transfer learning or Enhance transfer: View the following videos http://youtu.be/A7y7NafWXeM (writing a letter) http://youtu.be/dSGkzDgW1fA (budget), http://youtu.be/zbLmDj-BLxE (wedding addresses) Follow this viewing with a large group discussion of how learners might use Google Docs outside of the school district. Remotivate and Close or Provide Remediation and Closure: http://youtu.be/bt9F7tKcZcU Assess Learning or Conduct Assessment Evaluate: Share final project with another group in grade/subject level. Critique each others work using the rubric provided, make suggestions, and reflect on how you could use this information in your own classroom. The instructor will also use this rubric to critique your work and make suggestions. Feedback and Seek Remediation or Provide Feedback and Remediation: Learners will receive filled out rubrics from the other group and instructor. Feedback will include suggestions for improvement and descriptions of items that are unclear or not shared/organized properly.

Part 5. Learner Content_____________________________________ Part 5a. Learning materials YouTube Videos: • Teacher’s and Principals Talking about Google Docs – Motivational video 24

• • •

•

http://youtu.be/TYPjJK6LZdM 8 Video Playlist – Tutorials for each lesson section as noted in the Instructor Directions http://www.youtube.com/playlist?list=PL1BE5BE003387ADA5&feature=plcp Campaign Speech Video – Summarizes many of Doc’s features http://youtu.be/jo_o5mjUSio 3 Videos about other places people have used Docs – Helps the learner transfer their knowledge to other applications for Docs http://youtu.be/A7y7NafWXeM (writing a letter) http://youtu.be/dSGkzDgW1fA (budgeting) http://youtu.be/zbLmDj-BLxE (wedding addresses) Best 450 Page Presentation Ever Video – Remotivates learners http://youtu.be/bt9F7tKcZcU

Shared Documents: The following lists documents that will need to be created and shared by the instructor as well as their purpose in instruction: • Adding a Document – Learners need a document owned by the instructor to describe the process of adding documents in lesson 4, assessment 4c. This will allow the instructor to assess multiple learners quickly. • Take a Copy – Learners will need a document to take copy of as part of lesson 4, assessment 4f. • Viewers – Learners need a document to list the current viewers for lesson 5, assessment 5a. This will allow the instructor to assess multiple learners quickly. • Revision History – Learners will revert a document back to what they determine to be the “best revision” in lesson 5, assessment 5b.

Part 5b. Formative and/or Summative Assessment Materials Please see Appendix B for Assessment Materials. I have chosen to place the assessment materials in the appendix because they will be easier to find and print when the instructor needs them for assessment.

Part 5c. Technology Tool Justification Technology Tool Purpose Instructor Computer Computers for all learners Network Connection Projector Speakers YouTube Microsoft Office

Display instruction, assess learners, display answers to questions for all learners Objectives require learners to constantly practice computers. All learners in the district are provided with a Dell laptop Only way to access Google Docs is with a working connection Displays instruction in a format for large groups of learners to adequately see Amplifies audio instructions within tutorial videos at a sufficient level for all learners to hear Source of tutorial videos, allows learners to rewind, watch again, and access from locations outside of instruction Provides learner with comparing and contrasting software, helps

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Gmail Email Accounts

learners recall prior knowledge Requirement to use and access Google Docs, also required in certain tutorials for assessing the ability to send and receive documents via this tool

Part 6. Formative Evaluation Plan_____________________________ Part 6a. Expert Review Aaron Dore is the SME for this project. Aaron is also creating an instructional design project about Google Docs, making him well versed in the materials. The project was submitted for evaluation on July 18th with a return date set for July 25th. Mr. Dore was able to return the evaluation on July 21st.

Part 6b. One-to-One Evaluation During the one-to-one evaluation stage I will ask several teachers who have worked with me at my school to evaluate the project. I choose these people because they know I take criticism well, and so they can be ruthless in their critique and statements when not understanding instruction. I will ask them to use the think aloud technique and record their comments as they are undergoing instruction, including, pausing tutorial videos. I will ask these learners the following questions: • • • •

At anytime during instruction, did you experience confusion? When/Describe? Did you feel like instruction was smooth and sequential or jumpy and difficult to follow? Were videos chunked appropriately so you had enough time to practice small sets of skills in between? Do you feel like you could learn this content without the presence of an instructor?

A separate trial will be created in which the learner is provided with a modified version of the instructor guide and asked to attempt to complete instruction without an individual teacher to instruct.

Part 6c, Small-Group Evaluation After changes are made based on the one-to-one evaluations, small-group evaluations will begin. I will choose 3 small groups of learners from varying subject ranges. These groups will consist of: 3rd grade team, 8th grade science team, 11th grade language arts team. Learners will complete all parts of instruction by following the instructor guide together. A copy of the following questions will be provided to the learner before instruction. The learners will participate in a round table discussion the following day to answer these questions with the designer. The designer will use an audio device to record answers for further analysis. •

Did you feel successful in: Sharing? Organizing? Collaborating? If not, what skills are missing?

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• • • • • •

Do you feel you can easily recall procedures in sharing, organizing, and collaborating in the future? Did you have any of these skills before from using a different application? Which application did you learn them from? About how long did it take you to complete instruction? Did you enter instruction having previous opinions or misconceptions about Docs and its uses? (List) Did the instruction motivate you to use Google Docs in the future? Why/why not? What can be revised to encourage, motivate, and eliminate anxiety?

Part 6d. Field trial Administration will likely determine the candidates for the field trial because their original intent was to have “go to” people in each building. The purpose of the field trials is to determine if there are problems resulting from instruction in the actual learning environment, as well as to use a large sample of learners to validate instruction. Additionally, this stage checks previous revisions from one-to-one and small group trials. The following questions will be answered by the instructor: • • • • • • • • •

Was their sufficient information in the guides and materials to help learner succeed? Were goals and objectives clear to the both instructor and learners? Were the "end instructional period" signifiers appropriately placed? How often did you need to clarify instruction? Did learners complete tasks and assessments successfully? How do you feel about the instruction? What was the anxiety level of learners during instruction? Did you feel that learners appeared to be frustrated during instruction? What changes would you make to instruction?

Part 7. Formative Evaluation Report___________________________ Part 7a. Evaluation Survey The following are the questions that were part of the evaluation survey for the Google Docs instructional design project. • • • • • • •

Are the learning goals clear? Is the content accurate and sequential? Does the instructor guide provide enough information and is it easily readable? Is the information chunked in a way which allows learners to practice skills between tutorials without confusion? Has vocabulary been explained well enough to cover learning gaps? Is the instruction appropriate for small groups of learners guided by an instructor? Can the content be learned without an instructor?

Part 7b. Results of the expert review. The table below summarizes the SME’s answers to the questions posed in the evaluation

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survey. The exact answers provided by the SME, Aaron Dore, can be found in Appendix C. Note that the most important answers which require change have been highlighted in dark green. Objectives, content, and instruction were noted to be well defined by the SME.

Question

SME Summary

Are the learning goals clear?

The goals and sub-objectives are clear. Any instructor could be given the guide and feel successful in instructing. The content seems accurate and logically sequenced. The pre-instruction activities will give learners a good foundation. Novice Google Docs users could use this guide to instruct a small group. The instructor guide is very detailed. The information is chunked well and gives the instructor opportunities to formally assess the learners. There was a struggle to find vocabulary explained because instruction seems to be based on prior knowledge of MS Office and computer vocabulary. Instruction is appropriate for small groups of learners. The project is too massive and the SME is not appropriately acquainted with learners to feel that he could accurately answer this question. There would need to be more step by step instructions and insurance that learners have the prior knowledge necessary to complete the tasks.

Is the content accurate and sequential?

Does the instructor guide provide enough information and is it easily readable? Is the information chunked in a way which allows learners to practice skills between tutorials without confusion? Has vocabulary been explained well enough to cover learning gaps?

Is the instruction appropriate for small groups of learners guided by an instructor? Can the content be learned without an instructor?

Additional Comments On the ARCS table under R3 Familiarity, depending on the learner they may or may not have trouble making the connections between material items and their transformation to a technological form.

Part 7c. Comments on Change I will need to create a pre-test which will assess learners knowledge about the basics of MS Word and computer terminology in order to help the instructor determine if a preinstructional course on computer and MS Word basics will be necessary for certain individuals. This will help curtail confusion found in the vocabulary used within this instructional design project. This will also give the instructor a good base for who will and will not understand the connection between real world materials and how they are equated in a technological format (e.g. manila folder to folder on the desktop) 28

The question about the ability for content to be learned without an instructor has been moved to the one-to-one evaluation stage. I think learners who take part in one-to-one evaluation will be better able to answer this question. Additionally, I have added a separate oneto-one trial where a learner is provided with a modified instructor guide to see if the learner can complete coursework.

Part 8. AECT Standards Grid________________________________ Professional Standards Addressed (AECT) The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work.

Assignments meeting standard in whole or part

Standard Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) 1.1.1 Analyzing 1.1.2 Designing 1.1.3 Developing 1.1.4 Implementing 1.1.5 Evaluating 1.2 Message Design 1.3 Instructional Strategies 1.4 Learner Characteristics Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) 2.1 Print Technologies 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies 2.4 Integrated Technologies Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization 3.2 Diffusion of Innovations 3.3 Implementation and Institutionalization 3.4 Policies and Regulations

X X X X X X

ID Project ID Project; ID Case Analysis ID Project ID Project ID Project Selected Discussion Forums; ID Project

X ID Project X ID Project

X ID Project X Reading Quiz; ID Project X (all assignments)

X (all assignments) X ID Project

Standard 4: MANAGEMENT

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4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management 4.2 Resource Management 4.3 Delivery System Management 4.4 Information Management Standard 5: EVALUATION 5.1 Problem Analysis 5.2 Criterion-Referenced Measurement 5.3 Formative and Summative Evaluation 5.4 Long-Range Planning

X X ID Project X ID Project

COURSE GOALS & OBJECTIVES The overall goal for the course is for each student to consider and use the systematic process of instructional design to create an instructional product. To achieve this goal, students will engage in activities that promote reflective practice, emphasize realistic contexts, and employ a number of communications technologies. Following the course, students will be able to: 1. Discuss the historical development of the practice of instructional design with regard to factors that led to its development and the rationale for its use 2. Describe at least two reasons why instructional design models are useful 3. Identify at least six instructional design models and classify them according to their use 4. Compare and contrast the major elements of three theories of learning as they relate to instructional design 5. Define “instructional design.” 6. Define the word “systematic” as it relates to instructional design 7. Define “learning” and synthesize its definition with the practice of instructional design 8. Relate the design of instruction to the term “educational (or “instructional”) technology” 9. Describe the major components of the instructional design process and the functions of models in the design process 10. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor) 11. Build an instructional design product that integrates major aspects of the systematic process and make this available on the web.

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a. Describe the rationale for and processes associated with needs, learner, context, goal, and task analyses i.

Create and conduct various aspects of a front-end analysis

ii.

Identify methods and materials for communicating subject matter that are contextually relevant

b. Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.) i.

Construct clear instructional goals and objectives

ii.

Develop a motivational design for a specific instructional task

iii.

Develop assessments that accurately measure performance objectives

c. Select and implement instructional strategies for selected learning tasks i.

Select appropriate media tools that support instructional design decisions

d. Describe the rationale and processes associated with the formative evaluation of instructional products i.

Create a plan for formative evaluation

12. Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. 13. Apply state and national content standards to the development of instructional products 14. Meet selected professional standards developed by the Association for Educational Communications and Technology 15. Use various technological tools for instructional and professional communication

AECT STANDARDS (Applicable to EDTECH 503) 1.0 Design 1.1 Instructional Systems Design 1.1.a Utilize and implement design principles which specify optimal conditions for learning. 1.1.b Identify a variety of instructional systems design models and apply at least one model. 1.1.1 Analyzing 1.1.1.a Write appropriate objectives for specific content and outcome levels.

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1.1.1.b Analyze instructional tasks, content, and context. 1.1.2 Designing 1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design. 1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning. 1.1.3 Developing 1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection). 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application. 1.1.4 Implementing 1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practice, field experiences, and training) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.5 Evaluating 1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction. 1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences. 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures. 1.3 Instructional Strategies 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations. 1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences. 1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective. 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation. 1.4 Learner Characteristics 1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation. 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies. 1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies. 2.0 Development 2.0.1 Select appropriate media to produce effective learning environments using technology resources. 2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products.

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2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products. 2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products. 2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products. 2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products. 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio. 2.1 Print Technologies 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes. 2.1.4 Produce instructional and professional products using various aspects of integrated application programs. 2.3 Computer-Based Technologies 2.3.2 Design, produce, and use digital information with computer-based technologies. 3.0 Utilization 3.1 Media Utilization 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process. 3.1.2 Use educational communications and instructional technology (SMETS) resources in a variety of learning contexts. 3.3 Implementation and Institutionalization 3.3.1 Use appropriate instructional materials and strategies in various learning contexts. 3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts. 3.3.3 Identify strategies to maintain use after initial adoption. 4.0 Management (none specifically addressed in 503) 5.0 Evaluation 5.1 Problem Analysis 5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation). 5.2 Criterion-referenced Measurement 5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts. 5.3 Formative and Summative Evaluation 5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts. SMET = School Media & Educational Technologies

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Appendix A: Learner Analysis Survey

Google Docs Survey Please click the box for the answer which best describes you. * Required Please type your first name and an identifier. *Ex. Jenni Mu 1. Are you comfortable using word processing software such as Microsoft Word? * yes no 2. If yes, how often do you use it during the school year?

3. Do you use the servers the district provides and understand their purpose? * yes no 4. How do you normally back up your computer documents? *

5. Have you used any type of technology to communicate synchronously (at the same time) with people who are not in your location? (text chat, Skype, Facebook chat) List types. *If you have not used any synchronous distance communication tools simply type "no" in the text box.

6. Would you like to be able to see student work, their current actions, and give instantaneous feed back just by clicking and typing? *

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yes no

7. Have you heard of Google Docs? * yes no

8. Are you able to navigate to Google Docs via Gmail or the Google site? * yes no 9. What are Google Docs Collections? *(type n/a in the box if you don't know what these are)

10. Where are Google Docs saved? *(type n/a in the box if you don't know what these are)

11. List any collaborative features which are part of Docs that you are aware of: *(type n/a in the box if you don't know what these are)

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12. How do you feel about organizing and storing worksheets and activities all in one place using online storage? * sounds great! not for me... 13. What if you could share those uploaded worksheets and activities with as many co-workers as you wanted? * sounds great! you're getting warmer still not for me... 14. Does the thought of having student projects in an online only format create anxiety or feelings of worry or concern? * BIG TIME! Maybe just a little... No, not really.

15. I would prefer to learn and apply Google Docs features: * With just one or two other people As a grade/subject level within my building As a grade/subject level within the district As a building

16. I would prefer: * Having an "expert" in the building but learning everything at my own/group's pace Having an "expert" in the room and learning at my own/group's pace Having an "expert" give basic instructions and moving at my own/group's pace Having an "expert" instruct a class and everyone move at the class pace

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Appendix B: Assessment Checklists

X if Complete

X if Practice Needed

Briefly describe process used to complete assessment

Assessment

Reviewer

1a. Screen shot of user logged into Gmail

Instructor

n/a

1b. Screen shot of user Instructor in their Docs homepage

n/a

2a. -User creates 2 new documents. -User renames 2 new documents.

Peer

2b. Screenshot 2 new documents on Docs homepage

Instructor

n/a

3a. Share a new document with the instructor

Instructor

n/a

Peer

___ Opens document ___ Clicks blue share button ___ Shares with current peer

3b. Share a new document with a peer within document

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3c. -Publish a document to the web (email link to instructor) -Email a document as an attachment 4a. Upload document from personal computer

___ Publishing link provided Instructor

Instructor

___ Document received as an attachment

___ Document came from personal computer ___ Document is successfully uploaded to Google Docs

4b. Create and name 2 collections

Peer

___ Collection is created ___ Collection has a name ___ Titled collection can be found in side panel under “Collections”

4c. Identify 2 ways to add a document to a collection using the Adding a Document doc the instructor has shared

Instructor

n/a

4d. Put 10 different documents into three collections

Instructor

___ All documents are assigned to a collection ___ Documents are assigned to collections which are appropriate

4e Sort Documents three ways

Peer

___ Peer sorts by Title ___ Peer sorts by last modified ___ Peers sorts by Storage Used

4f. Take a copy of a Peer document owned by the instructor

___ Copy is taken ___ Copy says owner is “me” under owner heading on homepage

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4g. Edit a document shared by the instructor

Instructor

n/a

5a. Identify 2 viewers in a document by typing their names into the “Viewers” document shared by instructor

Instructor

n/a

Instructor

Rate 1-5: 5 best choice for revision, 1 least appropriate choice for revision

5b. View revision history and select the most appropriate revision 5c. Use the comments panel to discuss ways you could use Google Docs at home

Peer

5d. Email instructor Peer and and peer using the Instructor email collaborators tool

n/a

Rate Ease of Use with a scale 1-5 (5user was easily able to accomplish activity, 1-user needs more practice in using tool)

6a. Demonstrate collaboration features to a partner

Peer

___ Shares document ___ Invites collaborators ___ Identifies current collaborators ___ Uses comment panel ___ Uses revision history to see other user’s products ___ Publishes finished product ___ Emails as attachment

Comments:

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Rate Use with a scale 1-5 (5-tool was used extensively, 1-users did not use tool)

6b. As a group, create and share an activity that your grade/subject level could use in their Peer and teaching. Please share Instructor the document with the instructor and CC the instructor for everything you do/send

___ Document is shared with all collaborators ___ Collaborators were emailed using tool ___ Use of comment panel ___ Appropriate dialogue about activity ___ Publishes finished product ___ Emails as attachment Comments:

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Appendix C: SME Survey Are the learning goals clear? __X__ yes ____ need development

____ no

Notes: The learning goals are very clear and specific. Each objective also has sub-objectives making very clear what the learner is expected to learn. They are also written in a way that any instructor could be given the design and teach to the information to a group of learners. Is the content accurate and sequential? __X__ yes __X__ need development

____ no

Notes: As I reviewed the information, specifically in the ARCS table, I see a very logical sequence to the teaching of the content. The instructor will begin with peaking the interest of the learners then actually illustrating the concepts to be taught. This beginning will give the learners a very good idea of exactly what they will be doing. The content seems to be very accurate as well. Does the instructor guide provide enough information and is it easily readable? ___X_ yes ____ need development

____ no

Notes: The instructor guide is very detailed and the instructor is given a step-by-step instruction of how to complete each task. It is very readable and even the most novice Google Docs user could use the guide to teach to a small group. Is the information chunked in a way which allows learners to practice skills between tutorials without confusion? __X__ yes ____ need development

____ no

Notes: The information is chunked very well. There are many opportunities where the learner will be shown or taught what to do and then asked to complete the task before moving forward to the next task. Within this time there will be opportunities for the instructor to formatively assess the learner.

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Has vocabulary been explained well enough to cover learning gaps? ____ yes __X__ need development

____ no

Notes: I struggled here to find where the vocabulary will be explained to the learner. Unless it was overlooked it seems that the learner is expected to already have a working knowledge of computers and the use of Office style programs.

Is the instruction appropriate for small groups of learners guided by an instructor? __X__ yes ____ need development

____ no

Notes: The instruction is created to be very conducive for a small group instruction. Can the content be learned without an instructor? ____ yes

____ need development

____ no

Notes: Here I am stuck between yes and no. I believe it would really depend on the knowledge of the learner. A learner who has experience working with folders and office style documents should have no problem and even the most novice computer user. However, and I don’t know the learners in this case, in my experience there are many who are not great at technology and need an instructor next to them to help them even just save a document. If there were step-by-step procedures for everything it would be no problem, but then the project becomes too massive.

Additional Notes: On the ARCS table under relevance (R3 Familiarity): Depending on the knowledge base to the learners I wonder if the learner will understand exactly what you are discussing. Not all who use word and a computer truly understand folders and how to use them. Is there another real-world example that could be used that may be a bit easier for most to understand? Just a thought.

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