FRIT 7231 Instructional Design

Design Document

Erin King

Dr. Hodges
Summer 2016

Identification of Learning Problem

The Goal

Teachers will utilize Google Docs, Slides, Drive and Classroom to offer Virtual Monday

classes for West Jackson Middle School students.

Target Audience

My target audience is the teachers and staff of West Jackson Middle School. This ranges

from classroom teachers and paraprofessionals. Ages range from early 20s to 60+ and varying

background knowledge, years of service, and technical skill levels.

The Problem

The problem I would like to address is our county has recently become a Google Apps

For Education school system. Since this conversion, there has been very little or no training

offered for employees. As of June 30th, our Novell email system will be completely switched

over to Gmail, making it mandatory for teachers to learn and function in the GAFE environment.

To go along with our GAFE conversion, our school will be piloting a Virtual Monday

program, where students would be able to perform virtual assignments from home during certain

Mondays throughout the school year. Due to these two components, our teachers are starting to

panic, as they have not been able to learn about these new applications. Unless they are willing

to give up some of their summer days, they will not be trained in using the new Google products.

Teachers have no idea how to effectively use Google Classroom, Google Drive, etc. Flipped

classrooms will now be more encouraged as well. Without training and instructions, teachers

who do not have the strong technology background will be left behind and stay flustered,

confused, and frustrated.

 The need is simple. We need to offer some time of boot camp type training early this

fall to help teachers learn the GAFE apps. The current state of teachers is a wide range of

technical knowledge. We have some who are seasoned veterans in the world of technology, to

teachers who have very little technical skills and have never used a Google product before. We

need to close the gap between the two to make sure every staff member has a working

knowledge of the free products available to us.

Learner Analysis

The target learners for this learning problem are the teachers at West Jackson Middle

School. These teachers will be in charge of creating virtual Monday lessons in order to instruct

learners through an online environment on certain Mondays throughout the school year. In order

to create these virtual lessons, teachers need to be instructed in the newly available Google Apps

for Education applications suite of applications.

The general characteristics of the teachers of WJMS are mainly females (only about 15

males) between the ages of 30-45 years old. The age range goes from 24 to 60+ years of age and

everyone has a college degree and holds a valid teaching certificate. The teaching experience

ranges from first year teachers to veterans who have been teaching for 25 years or more. The

predominant ethnicity is caucasian and the primary language spoken is English.

Teachers at WJMS are issued a Dell Laptop complete with Microsoft Office 2010

installed. Most teachers are comfortable using this laptop and have basic technical skills in order

to access the internet and produce word documents and multimedia presentations. All teachers

should have basic knowledge of their curriculum and course work; they should also have a plan

of their own in place outlining the materials and coursework necessary for their students to

complete the online instruction and assignments..

 The teachers at WJMS have a wide variety of backgrounds and social characteristics.

The majority of the teachers are in their mid 30s, married and have children of their own, and

possess around 10 years of teaching experience. Some teachers are single (whether not married

or divorced) and a small handful are married without children. Most of the teachers at WJMS

have a strong desire to learn how to be more digital oriented and tech savvy. With the growing

amount of technology available at our school, teachers have voiced their opinions that they want

to be better trained and prepared for using technology in their classrooms. The teachers at

WJMS have a strong desire to be great teachers and will do whatever it takes to support the

newest initiatives. While most of the teachers will be excited and relieved to be able to work

through things at their own pace on their own time, several will require more in depth

instructions and hand holding along the way, as their technology skills are drastically lacking.

Most of these cases will be from older teachers who have not fully adjusted to the newest

technologies yet. On the flip side, there will be some teachers who will not need this type of

training because they are already fluent in Google Apps and have already started work on

flipping their classrooms and using GAFE in the classrooms.

Overall, teachers will be put at ease with this type of instruction knowing they can

complete things on their own time, not have to sit through unnecessary meetings and training,

and will have a better idea of how Google Apps work and how to use them for their virtual

Monday assignments and in their classrooms in general.

Task Analysis

The type of task analysis I will be conducting for the Virtual Monday Training (referred

to from here on as VMT) will be a Topic Analysis. Since teachers have a varying knowledge

base regarding the Google Apps, by using a topic analysis instead of a procedural analysis I can
break things down by application. Every application can essentially stand alone and provide

teachers with the flexibility of viewing different topics at a time. For example, if a teacher is

already familiar with Google Docs, they can skip that section if they choose. Or, if they are

fixing to start the school year and would rather focus on Google Classroom set-up first, they can

focus on that component before reviewing the others.

The subject matter expert (SME) should be someone already familiar and already using

these Google Apps for instruction and can provide a knowledgeable setting for someone using

the applications in a classroom environment. I will be serving as the SME for WJMS. I have

used Google Apps in the past and once our county converted to a GAFE school, began

immediately using the products with my students. This fall, I plan on becoming Google Level 1

certified and will continue to improve my Google skills and Google instructions as time

continues. Since the topic analysis will include a variety of Google Apps, I will enlist the help of

my media specialist, Mr. David Peek, to assist with the review and identify any content or areas

missed in the task analysis process. While Mr. Peek does not currently use Google Apps for a

classroom, as he is in the media center, he is very familiar with them and will be assisting in the

training of the faculty to prepare for the virtual Mondays.

For task analysis, please see graphic organizer below, followed by a table outlining the

components for each Google Application.

 Google App Concepts to Cover

Google Docs Overview of Google Docs

Items 1-4: Basically to show the differences between Word and Docs.
Components will be shown location-wise, not actual how to
1. Formatting Text
a. Overview of how to change fonts, colors, sizes, horizontal alignment, bullet
and number lists
2. Page Setup
a. Margins - how to change the white space around the perimeter of the page
 b. Line Spacing - how to change from single to double
3. Table Creation
a. Use tables to help organize data and information
4. Inserting Images & Pictures
a. Image search through Google
b. Google Drawing (more details during Google Drawing section)
5. Document Sharing
a. How to change Share setting

Google Slides Overview of Google Slides

Items 1-3: Basically to show the differences between PowerPoint and Slides.
Components will be shown location-wise, not actual how to
1. Slideshow setup
a. Slides - different pages during a slide show
b. Slide Layout - the way the images and text appears on the slide
c. Slide Design - the background and font color package
2. How to add new slides
3. Presentation Sharing

Google Drive 1. Google Drive is the file storage device for Google
2. Organization & File Management
a. How to add/upload files from computer
b. How to create folders
c. How to manipulate files by moving, file sharing, downloading, etc.

Google Classroom 1. How to manage online learning with Google Classroom

2. Creating Classes
a. Setting up each class
3. Adding/inviting students to class
a. Each student will need to be added either manually or by walking students
through joining a class
4. Creating An Assignment
a. Naming the assignment
b. Choosing the due date, if necessary
c. Adding any materials necessary for assignment
Changing the Sharing settings
5. Grading Assignments
a. What the students will see
b. What it will look like for teachers
6. Other Fun Things
a. Posting announcements
b. Posing a question

Objectives
 Organize Google Drive
1. Create folders
2. Upload current files and folders
3. Set sharing settings of files and folders for students if necessary
Utilize Google Classroom
1. Set up class and invite students to join.
2. Create assignments for students to access
3. Grade and return assignments to students
4. Post other fun and interactive components for students to engage in the course.

My objectives are written as cognitive objectives classified in the cognitive domain. The

first line is a general objective the teachers for the VMT will need to know how to use and the

overall outcome the training will provide. The items below the general objectives are items a

teacher would be able to do that would indicate proficiency of the general objective.

Assessments

In creating assessments for the faculty of WJMS, teachers will submit a screenshot of

their Google Drive in order to show their folder creations and file uploads. One of the main

goals of the Google Drive instruction is to provide the teachers with information to organize their

Google Drive, so a screenshot of the teachers Drive with folders created and files uploaded

would be the best way to see that the teachers have mastered the training and are utilizing

Google Drive.

For the Google Classroom component, two screenshots will also be submitted. The first

screenshot will be of the Classroom groups the teacher has gone in and created (to show mastery

of setting up a class group). The second screenshot will be of the teachers choice either

showing an assignment created and posted or the Stream of their Classroom feed showing

questions posted, or polls created, etc. The second shot will show more of the mastery of the

Classroom knowledge, providing a way to view how the teacher intends to utilize the application

for their Virtual Monday instruction.

 Teachers will be accessing the training materials via a Google Classroom group I will

create specifically for this training. Teachers will submit their screenshots to this classroom in

order to gain a greater understanding of how a student will submit assignments.

Through both of the actual VMT instructions/training, I will utilize a program called

Edpuzzle. The EDpuzzle will be completed at a later date when the actual online video

instructions are created. EDpuzzle allows the video instructions to be stopped at any point and

questions to be asked. There will be multiple training videos, one per Google Application.

During the EduPuzzle video, the instruction will stop and a formative question will be asked

based upon the materials being covered.

Teachers will have the option of which training they need to participate in, based on their

prior knowledge of the Google Applications. Differentiation will also be offered in the form of

one-on-one sessions taking place after the online training, should the teacher need more detailed

explanations due to lack of technology skills.

Content Sequencing and Instructional Strategies

This VMT training will involve a recorded screencast demonstrating the components for

the objectives shown as the teacher will see them. There will also be a provided cheat sheet

that will be a shared Google Document inside the created Google Classroom that teachers will be

able to access. This cheat sheet will have the steps listed to perform most of the tasks outlined in

the details below. I broke down the sequencing into two parts, one for each objective, as there

will be two different instructional videos for teachers.

Sequence Description Objective

Google Drive
 1 Demonstrate how to access Google Drive via the apps Google Drive
grid after logging into Google

2 Describe screen parts: Google Drive

New Button
Shared with Me
View Options

3 Demonstrate how to create a folder Google Drive

4 Demonstrate how to upload files and folders Google Drive

5 Demonstrate how to move files and folders Google Drive

6 Demonstrate and describe sharing settings Google Drive

Google Classroom

1 Demonstrate how to access Google Classroom via the Google Classroom

apps grid after logging into Google

2 Demonstrate how to create a class group Google Classroom

3 Describe screen parts: Google Classroom

Stream
Students
About

4 Describe two methods to add students: Google Classroom

1. Give students group code
2. Add by hand

5 Demonstrate how to create and post an assignment Google Classroom

6 Demonstrate how students will need to turn in Google Classroom

assignment

7 Demonstrate how to grade and return assignments to Google Classroom

students

8 Describe other elements that can be posted to the Google Classroom

Classroom Stream:
Create an announcement
Post a question/poll
Reuse a post
 For the Google Drive, I elected to start with a recall fact of knowing how to open the

application from Google by using the Google Apps grid. I will simply show the location of the

grid and point to the Google Drive app to open it. The teacher must know how to access the

application before using it. The next sequence is to provide a description of the screen that the

teacher is seeing once it is open. This component is also recall information based on concept

vocabulary. After we cover the basics on the layout of the screen, I will start demonstrating how

to use Google Drive. The first step would be to create folders for teachers to organize their

items. This is a procedure of four steps: clicking My Drive, selecting New Folder, naming the

folder, and choosing Create. This would be considered an application procedure, because the

teachers will need to be able to perform this task in order to create folders on their own Drive.

The next component of uploading files/folders is another application procedure step where I will

demonstrate the steps needed to upload the files teachers have on their local computer to their

Google Drive. Once files and folders are uploaded, we will go through the short application

procedure of dragging and dropping files to relocate or move them. The last component for

sequencing the Google Drive instruction is to discuss the concept of sharing settings. Teachers

will have the option for sharing their files and folders with both students and teachers. This will

be recall concept information teachers will need to know the definition of each setting.

For Google Classroom, we start with the same recall fact of knowing how to open the

application from the Google Apps grid. The next sequence will involve the procedure of setting

of a class group. This will include the application of three steps: clicking the + button, naming

the group and clicking create. Teachers will need to perform this step to create their own class

groups. The next stage of the sequence is to discuss the parts of the screen. This will be recall

concept information where I will show the part of the screen and describe what it does. The
teacher will be able to elaborate on these parts once their own group has been created. After the

group has been created, the procedures for adding students will be demonstrated. Teachers will

be encouraged to take notes (either on their own or on the cheat sheet) during the remainder of

the training to capture the steps necessary for completing each task. This will act as a reference

for them in the future until the steps become second nature. There are two different ways to do

add students and the teacher can decide which method would be best for them. Both are

application procedures, as the teacher will need to perform the steps necessary to add students to

the class group. Both methods for adding students will be demonstrated and the teacher can then

choose which method would work best for them and their students. More application procedures

will be demonstrated to create and post an assignment, and for teachers to see how students need

to turn in assignments. I will demonstrate the steps necessary for creating and posting an

assignment from the teachers perspective. Aside from the few steps necessary for actually

creating the assignment, the teacher will need to elaborate on this stage of the sequence to add

their own personal touch and preferences when creating their own assignment. Next, I will

switch to a student view and demonstrate how a student will go about submitting their

assignment. This application procedure will be an important step, and highlighted as such,

because the teacher will be responsible for teaching the students to submit the assignments in

case not all students are familiar with using Google Classroom. In order to demonstrate how a

teacher grades and returns the assignment to students, we will once again utilize the application

procedure and I will demonstrate an example of how to instructions. While different

assignments require different forms of grading, the teacher can elaborate as necessary depending

upon the type of the assignment. The component of the Google Classroom sequence is to go

through the remaining Classroom concepts. These include posting announcements, polls and
questions, and how to reuse a post. A description and example will be provided to the teachers

for each of the concepts.

The differentiation components are that the teachers are not required to go through the

training if their technology skills are already mastered for the topic covered. The teachers that do

attend the training can skip through the videos, pause/stop, and replay the instructions as

necessary, thus being able to work at their own pace. There is also the cheat sheet teachers can

fall back on should they need the extra reminder of the steps necessary for completing the tasks.

Teachers will also have the opportunity to request extra one-on-one training for those who are

lacking the technology skills necessary (mainly for the older teachers who are not familiar with

using online instruction).

Instructional Design Summary

See the table below for a summary of the instructional design plan for the VMT sessions
offered to the teachers at WJMS.
Gaining Attention I will promote the training through our school email by offering
quick, concise and on-your-own instruction in order to prepare for
Virtual Mondays. Teachers respond very well when things are quick
and painless, as well as items they can go and do at their own pace.

Objectives There will be a beginning slide with the title and the objectives listed.
Teachers are very familiar with using objectives, so listing them here
gives them a chance to see what all they will gain from the training.

Activating Prior Google Drive:

Knowledge For this objective, I will pull from them needing to organize their
files and folders, regardless if it is in a filing cabinet or their desktop
or Documents area on their computer. Teachers have always needed
some sort of organizing method to organize their files and
assignments.

Google Classroom:
For this objective, I will pull from their social media background, as
the main screen is similar to their feeds from either FaceBook or
Twitter. Most (not all, but most do) teachers have some sort of social
media account and are familiar with their feed and how it publishes
the latest topic first.
Delivering Content To create online instruction, I will utilize four different components:
1. Screencast-O-Matic - this allows me to record my screen and my
mouse actions, as well as my voice simultaneously.
2. MovieMaker - will allow me to merge together different screencasts
for smoother transitions. Also, MovieMaker will allow me to put in
subtitles and text when transitions are necessary.
3. Edpuzzle - Edpuzzle allows me to take a video and add stopping
points wherever necessary to either add emphasis through text or ask
a formative question. Teachers will need to have an Edpuzzle
account in order to watch the instructions. This serves dual purposes
in providing me with a way to pause my instructions and provide
something interactive for the teachers to break things up, and it
shows an example of something teachers could use for their own
classrooms if they want to deliver flipped classroom instruction.
4. Google Classroom - all training materials and instructional videos
will be housed in a Google Classroom group created specifically for
VMT.

Sequencing of Google Drive:

Instruction Objective:
Organize Google Drive
1. Create folders
2. Upload current files and folders
3. Set sharing settings of files and folders for students if necessary

Sequence:
1. Demonstrate how to access Google Drive via the apps grid after
logging into Google
A. Log in to Google
B. Show Apps grid in the top right corner
2. Describe screen parts:
A. New Button
B. Shared with Me
C. View Options
3. Demonstrate how to create a folder
A. My Drive - New Folder
B. Right Click in white space - New Folder
4. Demonstrate how to upload files and folders
A. New Button - File/Folder
5. Demonstrate how to move files and folders
A. Drag & Drop
6. Demonstrate and describe sharing settings
A. Blue Share button:
Can Edit
Can Comment
 Can View
This activity will be presented in video format. Teachers will be able
to view/stop/pause/rewind/fast forward as necessary. There will also
be a Cheat Sheet available to download and print for this section.
Upon completion of the video tutorial, teachers will directed to set up
their own Google Drive with folders and files organized, and then
snap a screenshot to upload to Classroom.

Google Classroom
Objective:
Utilize Google Classroom
1. Set up class and invite students to join.
2. Create assignments for students to access
3. Grade and return assignments to students
4. Post other fun and interactive components for students to engage in
the course.

Sequence:
1. Demonstrate how to access Google Classroom via the apps grid after
logging into Google
A. Log into Google
B. Show Apps grid in top right corner
C. Click More
2. Demonstrate how to create a class group
A. Click + Sign
B. Name group and information
C. Create Group
3. Describe screen parts:
A. Stream
B. Students
C. About
4. Describe two methods to add students:
A. Give students group code
Students will log into Google, open Google Classroom and click the
+ sign and type in the group code
B. Add by hand
Students email addresses will be typed in by the teacher
Students then will need to open email and accept classroom invite
5. Demonstrate how to create and post an assignment
A. Click + sign on the bottom right and choose Create Assignment
B. Name the assignment and type any needed instructions and directions
C. Choose a due date
D. Add any additional classes if this assignment applies to more than
one class group
E. Attach any additional documents needed and set sharing settings
 6. Demonstrate how students will need to turn in assignment
A. Students navigate to correct assignment and click Open
B. Students select Add and select assignment components if they need
to attach them; students can also type in the comments as well
C. Students click the blue Turn In button
7. Demonstrate how to grade and return assignments to students
A. Teachers open the assignment area by clicking on it. Teachers will be
able to see who has and who has not turned in the assignment.
B. On the left side of the screen, teachers will be able to view all
students and type in the grade received here
8. Describe other elements that can be posted to the Classroom Stream:
A. Create an announcement
B. Post a question/poll
C. Reuse a post
This activity will be presented in video format. Teachers will be able
to view/stop/pause/rewind/fast forward as necessary. There will also
be a Cheat Sheet available to download and print for this section.
Upon completion of the video tutorial, teachers will directed to set up
their own Google Classroom with different groups for each
classroom. Once complete, teachers will take a screenshot of their
groups and submit to the Classroom. Teachers will then be
responsible for taking another screenshot once they have set up one
of their classes and posted items to it - this could be a picture of their
assignments created or their Stream with announcements and posts
added.

Feedback For Learners Through Google Classroom, there is a Comments section teachers
can use to ask me questions if necessary and that I can use to provide
feedback after they have submitted their screenshots. These
comments are only visible by the teacher and myself, so they remain
private. Should the question be something that multiple teachers may
ask, I can make a Comment and post it for the whole class group to
see.

Differentiation Teachers select which training items they need to learn

Teachers have a Cheat Sheet available to them for notes or for future
reference that they are able to modify and add to based on their
individual needs
Teachers have the ability to stop/pause/fast forward/rewind video
instructions based on their individual needs
Should a teacher need more assistance or have other questions once
training has been completed, they are able to schedule a meeting with
me to further aid in the instruction (or send an email for questions or
clarification)
Teachers are able to work at their own pace
A Cheat Sheet will be provided with basic information to use a a
 future reference guide

Universal Design For Based on the items listed in the Differentiation Section, this
Learning instruction type should be able to reach any and all teachers.
Through the visual instruction of the videos and the verbal voice
instructions, this reaches those that respond to both verbal and visual
instructions. With the ability to pause and replay the instructional
videos, teachers are able to work at the their own pace making it easy
for each type of learner to process the information based on their own
needs. The Cheat Sheet will provide a mode of reference (or a
method teachers can use on their own without ever watching the
instructions for those who possess strong technology skills) and way
to take notes for teachers to put things into their own words if
necessary.

Formative Evaluation Plan

My subject matter experts (SMEs) that I will have review the instruction and training will

be both my media specialist, Mr. David Peek, and my husband, Matt King. Mr. Peek will be able

to effectively evaluate the Google instruction components for accuracy and completeness due to

being the current go-to Google person other than myself. My husband will be the reviewer of the

actual online/virtual instruction components. Matt has taught online courses in the past and feel

he would be better suited to critique this component and provide feedback. Matt is also currently

teaching, whereas Mr. Peek has not been in a classroom environment in at least a decade. While

both SMEs will review the whole training course and will value their input on all facades, I have

chosen them because of their expertise in their given areas.

I have created the following survey (please click on the link at the conclusion of this

paragraph or click HERE) for my SMEs to complete based on their review of the training course.

SME Review Feedback Link: http://goo.gl/forms/EsCrQ6r2ktN0Ew2Q2

For my test audience, I have created the two links below (one for each training session) to

provide feedback after they have successfully completed the training. This will help guide the

development of this training by providing real and accurate answers to questions that are aligned
 to the objectives the training is over. It will also provide feedback from a teachers perspective

of whether or not they approve and like the training. The surveys also provide a place for

comments/suggestions and other questions if they would like to add more information regarding

a component that was not asked of them.

Google Drive Link: http://goo.gl/forms/19TIaeWYr7EOUSw83

Google Classroom Link: http://goo.gl/forms/RGb5BEEJCEPVBZGt2