12/11/2014

Table of Contents

Part 1. Topic

Goal Statement………………………………………………………………. 2Audience Description………………………………………………………... 2

Part 2. Analysis Report

Needs Assessment Survey…………………………………………………….. 2Needs Assessment Data……………………………………………………….. 2Learner Needs and Characteristics………………………………………….. 4

Learning Context………………………………………………….………...… 5 Transfer Context………………………………………………………………. 6Content Analysis - Flow Diagram……………………………………………...7

Part 3. Planning

Rationale……………………………………………………………………….. 8Learning Objectives….……………………………………………………….. 9

Objectives Matrix Table………….…………………………...………...……10

ARCS Table…….…...…………………………………………….………...…11Instructor Guide.…………….………………………………………………. 13Learner Context……………………………………………………………….18

Part 4. Evaluation

Evaluation Plan………….…………………………………………………….. 20SME Description……...……………………………………………………….. 21

Evaluation Survey …………………………………………………………….. 22 Report of Expert Review………………………………………….………...… 22

Comments on Suggestions…….…………………………………….………….22 Reflective Synthesis Paper…….……..…..……………………………………..23

Appendices & References

Appendices A-H-……………………………………………………………….. 24References…….-……………………………………………………………….. 41

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Part 1. Topic

Goal Statement

Upon completion of the course, learners will be comfortable enough with Google Classroom

to create authentic 21st Century learning experiences for their students using Google Classroom.

Audience Description

The target audience consists of U.S. K-6 public school teachers who are being asked to

incorporate collaborative online learning experiences via a learning management system like

Google Classroom into their curriculum.

Part 2. Analysis Report

Needs Assessment Survey

A survey to determine learner needs was provided electronically via Google Drive to 34

classroom teachers using Google Forms. Participation in the survey was voluntary and each

teacher was self-selected to participate. A total of 11 teachers completed the survey. A copy of

the survey can be found here (Appendix A) and a summary of the survey results can be located

here (Appendix B). Data from previous surveys that were conducted as a follow up 7 days after

training on Google Drive were also reviewed. These surveys were delivered electronically to

class participants and the follow up survey was a mandatory requirement to receive credit for

course completion. The Google Drive survey can be found here (Appendix C) and the summary

of results can be seen here (Appendix D). Needs Assessment Data

Learner Demographics: The learners are all teachers with varying rates of experience.

Over 70% of the teachers have between 5-19 years of teaching experience, and about 18% of the

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teachers are new to the teaching profession. The teachers all teach U.S. public elementary school

students in grades K-6.

21st Century Technology Skills: Approximately 64% of all teachers said that they used

technology in the classroom every day. A total of 91% of teachers use technology at least three

to four times a week in the classroom. Student use of technology is lower however, as 45% of

teachers reported that students used technology in the classroom only once or twice per week.

Furthermore, the data also show that students are not being asked to collaborate with each

other online. 72% of teachers report that their students use online resources to collaborate with

each other either rarely or occasionally and only 18% of teachers report that they do this

regularly or frequently. (It is the school district’s goal that 70% of teachers do this regularly or

frequently.)

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Familiarity with Google Classroom: While 64% of respondents reported that they had

used a Learning Management System as either a student or teacher, 82% of teachers had never

used Google Classroom.

Learner Needs and Characteristics

Learner Description: The learners are professional public elementary school teachers. Over

80% of the teachers have over 5 years of teaching experience with the school district.

Professional Development: Teachers are highly motivated to engage in professional

development opportunities because the school district rewards teachers with additional days off

around the holidays for completing professional development hours. Teachers are generally very

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receptive and willing to learn in professional development sessions. Additionally, the school

district recently issued a bond that is intended to be used for the acquisition of additional

technology resources. All teachers have been asked to partake in additional technology training

to prepare for the arrival of the new technology. Teachers will be required to earn 16 hours of

technology training before the end of the first semester.

Familiarity with Google Drive: Over the past several years, the learners have participated in

Google Drive training. Google Drive and the Google Apps Suite are used by teachers regularly

campus-wide. The survey data show that over 85% of the staff is comfortable and familiar with

Google Drive and the remaining are moderately comfortable with Google Drive.

The school district adopted Google Apps for Education in 2011. All teachers and students have a

school district issued Google Apps for Education account. Teachers are accustomed to using

these accounts to send email, create, edit, and share documents, forms or presentations and to

collaborate with colleagues.

Learning Context

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Equipment and facility: The training will be conducted in the technology applications

integration computer lab. The lab seats 32 students in 4 rows with 8 stations in each row. The lab

is equipped with a Smart Board, projector, and a 20 foot projection screen. Wireless Internet

access is available but requires a district login. Each station is wired with high speed Internet

access and features a brand new Dell PC with Windows 7 Installed. Microsoft Office is installed

on all of the computers in the lab and each computer also has Internet Explorer, Mozilla Firefox,

and Google Chrome installed. An icon for each of the three web browsers is on the computer’s

desktop (Chrome is set as the default web browser). Google Desktop has also been installed on

all of the computers. Learners will be allowed to login to their district issued Google Apps for

Education account and build their Google Classroom during the training.

Teacher/Instructor Characteristics: The training will be conducted by the school district’s

Educational Technology Coaches. The Educational Technology Coaches are considered SMEs

(Subject Matter Experts) by the school district. Each Educational Technology Coach is either

Google Certified or is in the process of becoming Google Certified. The Educational Technology

Coaches are familiar with Google Drive, Google Desktop, the Google Apps for Education suite

of products, and Google Classroom in addition to other software and hardware that is widely

used in the district.

Existing Curriculum: The current curriculum offerings include many different trainings for

iPad use in the classroom, Google Apps for Education, web site development, Edmodo, and

Moodle. There is no existing curriculum for Google Classroom.

Transfer Context

Since the learners are teachers and teachers are often searching for new and more efficient

ways to manage their classroom and their workload. The learners can take what they learn from

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this training and directly apply it in their classroom to create authentic 21st century learning

environments for their students. The knowledge that is gained in this course however can also

extend beyond the boundaries of the classroom. With this knowledge, a learner may create a

course on any topic. Even though Google Classroom is limited only to those who have Google

Apps for Education accounts, the skills learned will also transfer over to other Learning

Management Systems such as Edmodo, Schoology, or Moodle. So if a learner has the desire to

create an online course, he or she will be able to take what was learned and develop a course or

content delivery in any area of interest. Finally, the collaboration skills that are discussed in this

course are valuable in other areas as well. The skills can be used in almost any domain. For

example, a learner could use these skills in planning a wedding or even in building a house.

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Content Analysis - Flow Diagram

A larger version of this diagram is available online.

Part 3. Planning

Rationale

Need

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Technology is now a part of almost every classroom. With advances in technology that

enable teachers to continue teaching beyond the classroom walls, there is an increased need for

teachers to be educated on these technologies and modalities. Google classroom allows teachers

to create a classroom in the cloud. It provides teachers an opportunity to help students gain

valuable skills by using a learning management system that is managed online. Students will

need to know these skills when they leave the K-12 environment and enter into colleges, trade

schools, or the workplace.

Strategy

Due to the fact that this material is complex by nature and the fact that virtually all of the

learners are beginners with Google Classroom, the instructional strategy will be supplantive.

Furthermore, the learners will be led along by an instructor who will adhere to specifically

identified learning goals and will provide emphasis on content retention so that learners can

directly apply what they learn in their own learning environments.

Pedagogical Approach

The pedagogical approach that will be used is instructivist. Due to the nature of the

content and the fact that creating a Google Classroom is largely driven by following concrete

steps, this strategy will work best as the learners are guided by the instructor through each step of

the process.

Learning objectives

1. Learners will understand the relevance to using Google Classroom in their classrooma. Learners will review the Texas Essential Knowledge and Skills requirements for

their grade level. http://ritter.tea.state.tx.us/rules/tac/chapter126/ch126c.htmlb. Learners will review the school district requirements and potentially even campus

requirements (Presented by the instructor).2. Using their school district issued Google Applications for Education (GAFE) accounts,

learners will create a Google Classroom account.

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a. Learners will navigate to http://classroom.google.com b. Learners will login to their GAFE accountc. Learners will choose the I am a teacher option

3. Using their school district issued GAFE account, learners will become familiar with the Google Classroom framework.

a. Learners will create a Google Classroomb. Learners will delete a Google Classroomc. Learners will enter the Google Classroomd. Learners will exit the Google Classroom

4. Using their school district issued GAFE account, learners will become familiar with the Google Classroom from within a Google Classroom.

a. Learners will change the classroom themeb. Learners will create an announcementc. Learners will create an assignmentd. Learners will invite other students to join their classe. Learners will change the classroom details

5. Using their school district issued GAFE account, learners will become familiar with the Google Classroom system for assignment collection, grading student work and returning work to students.

a. Learners will collect assignments from other studentsb. Learners will assign grades for collected assignmentsc. Learners will return assignments to students

Objectives Matrix Table

Objective NumberBloom’s Taxonomy

Classification

Scaffolding Strategy to be employed to teach the objective

Type of Assessment

1 Knowledge S Self-Assessment1a Knowledge S Self-Assessment1b Knowledge S Self-Assessment2 Application S Self-Assessment &

Performance Task2a Application S Self-Assessment &

Performance Task2b Application S Self-Assessment &

Performance Task2c Application S Self-Assessment &

Performance Task3 Application S Self-Assessment &

Performance Task3a Application S Self-Assessment &

Performance Task3b Application S Self-Assessment &

Performance Task3c Application S Self-Assessment &

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Performance Task3d Application S Self-Assessment &

Performance Task4 Application S Self-Assessment &

Performance Task4a Application S Self-Assessment &

Performance Task4b Application S Self-Assessment &

Performance Task4c Application S Self-Assessment &

Performance Task4d Application S Self-Assessment &

Performance Task4e Application S Self-Assessment &

Performance Task5 Application S Self-Assessment &

Performance Task5a Application S Self-Assessment &

Performance Task5b Application S Self-Assessment &

Performance Task5c Application S Self-Assessment &

Performance Task

ARCS Table

ATTENTION A.1 Perceptual Arousal

Show the baby with iPad Video Show the e-learning infographic Show the Google Classroom Video

A2. Inquiry Arousal Ask learners what they think we can in our classroom to help our students learn this technology

and adapt to this trend? Learners will have direct hands on experience with Google Classroom

A3. Variability After each objective is completed, students will discuss what they have learned with each other.

They will also attempt to identify any potential issues they might have in their classrooms. Use of videos, infographics, direct instruction, and discussions.

RELEVANCE R1. Goal orientation

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Using a Learning Management System is a vital skill for new teachers and is a part of the Texas Essential Knowledge and Skill that all teachers are expected to follow.

Learning to use an LMS is a skill that will transfer to future teaching responsibilities as well as other career paths.

R2. Motive matching Teachers in the school district are required to use some form of a Learning Management

System. Technology integration is scored in the Professional Development and Appraisal System that is

used for all teacher evaluations.R3. Familiarity

The course will be structured in a Google Classroom Environment so that teachers can become more familiar with the Google Classroom LMS.

Each step will be modeled before learners are asked to complete the task for themselves.

CONFIDENCE C1. Learning requirements

Learners will be shown the prerequisites for the course (All of which they should meet due to pre-screening)

Learners will be presented with a list of learning objectives C2. Success opportunities

By the very nature of the material, and instructivist strategy, the course will build upon previous objectives until all of the objectives are mastered and the learner has successfully created a finished product.

C3. Personal control The learners will be left with a Google Classroom that is their own. They will also have created a

new classroom that they can modify as they wish. The Learner can customize themes and Google Classroom appearance, number of classes, class

sizes, etc. Learners will be able to create additional classes on their own and adapt the newly acquired

knowledge and skills into their own learning environments.

SATISFACTION S1. Natural consequences

Learners can create their classroom in the cloud and begin using Google Classroom in their own learning environments.

S2. Positive consequences Course graduates will be invited into a Google+ group that is designed to support users of all

types of learning management systems. Course Graduates will be invited to share their successes with Google Classroom in the

Educational Technology Newsletter and will be featured in the teacher showcase section of the Edtech website.

S3. Equity

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Learners who successfully complete the program will have the satisfaction of knowing that they can create a classroom in the cloud and help their students learn skills that are essential to their future both in and out of school.

Learners will possess knowledge and skills that are highly valued by the school district.

Instructor guide

This guide will aid an instructor in following the instructional design plan for the Google

Classroom course. This guide, though unstated below, relies on monitoring by the instructor to

make sure that all of the work is being done properly and that students are following directions.

It is imperative for the instructor to support those students who need assistance to complete each

step appropriately.

Introduction

a. Instructor will deliver a personal introduction and explain why he or she is qualified to deliver this instruction. Additionally, the instructor will share the course goal which is that

Upon completion of the course, learners will be comfortable enough with Google Classroom to create authentic 21st Century learning experiences for their students using Google Classroom.

1. Establish a Purpose for the Instruction

a. Have learners review the Texas Essential Knowledge and Skills requirements for their grade level. http://ritter.tea.state.tx.us/rules/tac/chapter126/ch126c.html Remind the learners that the State of Texas expects all K-12 students to use e-learning environments.

b. Remind/inform learners that the school district is requiring all teachers to use a Learning Management system in their classroom this year.

2. Gain Learner Attention

a. Show the baby with iPad Video and explain to the learners that education is changing, students are changing, and that as educator’s we must adapt to be able to meet their changing needs.

b. Show the e-learning infographic and explain to the learner’s that education is changing and that as educator’s we must also adapt to the changing landscape.

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3. Stimulate Learner Motivation

a. Ask the learners to share what they think the classroom of the future will look like.

b. Share the Google Classroom Transformational Video

4. Learning Preview

a. Show the Google Classroom 101 Video to Learners.

b. Have Learners login to their Google Apps for Education Accounts and navigate to http://classroom.google.com.

Body

5. Learners will create their Google Classroom Account

Once the learners are on http://classroom.google.com and they are logged into their GAFE accounts, learners will select the “I am a teacher” option. Inform the learners that they have just created their Google Classroom accounts and that they can pat themselves on the back. (Humor about being done with training so early into the session is appropriate here if the instructor desires.)

6. Learners will become familiar with the Google Classroom framework.

a. Learners will create a Google Classroomi. Learners will click on the + button on the top right corner of the screen to

create a new classroom.

ii. Learners will name the classroom and assign a section (if necessary)

b. Learners will delete a Google Classroomi. From the home screen, learners will click the three vertical lines on the top

right of the desired classroom box from the home screen.

ii. Learners will click delete from the pop up box.

iii. Learners will select cancel so as to not effectively delete the class they just created. Inform the learners that if they truly wanted to delete the class, they would in fact click the delete option.

c. Learners will enter the Google Classroomi. From the home screen, learners will click on the name of the desired class

to enter that Google Classroom.

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ii. Once inside, inform the learners that what they see is the home screen from within the chosen class.

d. Learners will exit the Google Classroomi. Learners will click on the three horizontal lines at the top left from the

within the classroom home screen.

ii. Inform the learners that they may select other classrooms for the list but that for our purposes to select the home option to go back to the Google Classroom home screen.

7. Learners will become familiar with the Google Classroom from within a classroom.

a. Learners will change the classroom themei. Learners will click the change class theme text on the upper right portion

of the screen.

ii. Learners will select a theme from the theme gallery and will click select theme to complete the process.

b. Learners will create an announcementi. From within the classroom on the stream page, learners will click the

announcement button to create a new announcement.

ii. Learners will type their new announcement in the appropriate box and will click on post to post their announcement to the class stream.

iii. Learners will observe that their announcement is now displayed in the class stream.

c. Learners will create an assignmenti. Learners will click assignment from the stream view screen.

ii. Learners will fill in the assignment details for name, description, date, time (optional). For the purpose of this demo, the assignment should be simple in nature so that anyone can complete it in under 10 seconds.

iii. Learners will select the appropriate class from the list, Inform learners that this will default to the class one is currently in but that they may choose to assign the assignment to other classes.

iv. Learners will observe the new assignment in their stream.

d. Learners will invite other students to join their class.i. Inform Learners that they can add students to their classes in multiple

ways. They can invite students using a group code which is located at the

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lower left of the stream view screen or they can invite students to their class via the invite button on the student view screen.

ii. Have the learners invite a classmate to their classroom using either of the two methods described above.

iii. Have the learners click on the students tab to see their classmate as a new student in their class.

e. Learners will change the classroom detailsi. Have the learners click on the about tab from within their class and fill in

the appropriate information to describe their class.

ii. Have the learners click save and return to the stream view of their class.

8. Learners will become familiar with the Google Classroom framework for assignment collection, grading and returning work to students.

a. Learners will collect assignments from other studentsi. Have learners go into the classroom they joined and click on the

assignment that is in their stream.

ii. Have students complete the work that is required from the assignment and then submit their work using the submit button.

b. Learners will assign grades for collected assignmentsi. Have learners navigate back to the classroom they created as teachers.

ii. Have learners (this time acting as teachers) examine the assignment in the assignment stream to see if any work has been turned in. Inform the learners that the assignment screen will indicate if work has been done or not.

iii. Have learners click on the assignment in the assignment stream to enter the assignment view.

iv. Have learners click on the student name or the file name to view the work that has been turned in.

v. Have learners choose a point total an assign a grade.

c. Learners will return assignments to students.i. Inform the leaners that while the assignment has been turned in by

students that students no longer have access to it and cannot modify the work until it is returned.

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ii. Have learners return the assignments to students by clicking the blue return button.

d. Learners will view their grades.i. Have learners view their grades as teachers by clicking on the assignment.

ii. Inform the learners that if they had multiple students that all of the students who were assigned the assignment would appear here whether they completed the work or not and that only students who completed the work and received a grade would have a grade next to their names.

iii. Have learners view their grades as students by clicking on the assignment.

iv. Inform learners that they will only see a grade by their name if the instructor has received the work and assigned a grade.

Conclusion

9. Summarize and review what was learneda. Inform learners of the objectives that they mastered in this course.

b. Remind learners of the school district expectations with regard to learning management systems and that with their new knowledge they are no fully capable of meeting this expectation.

c. Inform learners that they will be invited to join the Google+ LMS group

d. Have learners take the self-assessment which is located here.

e. Have learners provide a course evaluation. The form is located here.

f. Submit a post instruction report on what you as the instructor observed in the instructional environment. The form is here.

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Learner content

Learning materials

The Learners will receive several different types of learning materials. The course will be

taught in a hands on manner which will require the learners to use the Google Classroom tool

successfully in order to be successful. They will do this online at http://classroom.google.com.

The instruction will require that learners have a school district issued Google Applications for

Education account. A screen capture tool called Snag it was used to take screen shots and

annotate the screen captures to help visualize the use of Google Classroom. A slide show was

created that uses these images to help demonstrate how to use Google Classroom. Learners will

be given the option of using the slides or following along with the live demonstration, or both.

Videos will also be shown (included in the slides) which further demonstrates how to accomplish

the tasks that are being taught. The videos are all used under license from http://YouTube.com.

Assessment materials

Learners will be asked to assess their work for accuracy along each step of the way. The

instructor will also closely monitor student work to make sure that work is being completed

correctly. The finished Google Classroom that results from successfully following all of the steps

in the learning process will serve as a summative assessment. A Self-Assessment of skills will

also be administered at the conclusion of the course. The questions are displayed in Appendix C.

Selecting technologies that support instruction

The table below contains the technologies that are used in the instruction, the justification

for the use of the technologies and the source.

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Tool Rationale Access

Desktop Computer

A computer is needed to access the learning materials and use the product for which the learning is designed.

The computer labs that house the training in the school district each have 32 late model Desktop PCs.

Adobe Flash

The videos that are shown throughout this training are on youtube.com and will require adobe flash player to play.

Adobe flash is installed on all school district computers.

Google Chrome

Google Chrome is the district standard. Google Chrome also has a seamless transition between Google Apps for Education Products. Google Classroom is designed to work with GAFE and Google Chrome.

Google Chrome is installed on all school district computers.

Google Apps for Education

Google Classroom integrates itself with Google Apps for Education (GAFE). It is a necessary component of to be able to conduct the training.

All school district employees are provided with a Google Apps for Education account.

LCD Projector

A projector will be used to display the contents of the instructor’s screen so that learners may follow along with the lesson.

All computer labs are equipped with LCS projectors and remote controls to operate the projector.

Sound SystemAn integrated sound system will be used to broadcast the audio from the videos to the class.

All computer labs are equipped with an integrated sound system.

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Part 4. Evaluation

Evaluation Plan

According to Larson and Locke in Streamlined ID: A Practical Guide to Instructional

Design, evaluation is an integral part of the instructional design process that is explored and

revisited repeatedly throughout the instructional design process (2014). This training was

subject to evaluation as it was created. At each step along the instructional design path, the

training module was evaluated and corrective action was taken if necessary to ensure that the

training module remained consistent with the desired goals and objectives that were established

at the beginning of the process.

Kirkpatrick’s Four Level Evaluation Model, as suggested by Larson and Locke was used

to evaluate this training module (2014). Summative evaluation tools were created and will be

used when the training is implanted in January of next year. Currently, there is no data from the

summative assessments to build upon because the training has not been delivered. The goal is to

use the information obtained from the surveys to continue to evaluate the training and make any

necessary corrections that will enhance the training in manner that is consistent with the stated

goals and objectives. A subject matter expert reviewed the training and a detailed report of their

feedback is included under the Subject Matter Expert (SME) Review of this report

Level I: Learner Reaction

Learner reaction data are to be collected during and after each implementation of the

training. The instructor will provide feedback (Appendix F) about any observations that were

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made during the training. At the conclusion of the training, a survey (Appendix G) will be

provided to the learners about their experiences with the instruction.

Level II: Learning

This instruction is performance based. Therefore, by the very nature of the course design,

if a learner is able to complete the training, they would exhibit mastery of what was taught. The

survey (Appendix G) which is administered at the conclusion of the training will also serve as a

measurement of learning that occurred as a result of the training.

Level III: Behavior

A survey (Appendix H) will be administered to all training participants 30 days after the

training was conducted to gauge any changes in behavior. Additionally, school principals and

assistant principals will be asked to monitor any changes in behavior by faculty and staff with

regard to Google Classroom on their campuses.

Level IV: Results

It will take approximately six weeks following a training to gather all of the information

for Levels I – III as indicated above. Once all the data are gathered it will be possible to evaluate

the training’s success. A form titled Results Examined (Appendix I) will be used to evaluate the

overall effectiveness of the training and whether or not the stated goals and objectives were met.

Subject Matter Expert (SME) Review

Once the project was completed, Miriam Martinez., who is an Instructional Technologist

for the school district, reviewed the completed training, resources, assessments, and surveys. She

provided feedback and suggestions designed to help the training project meet the stated goals and

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objectives. The project was submitted for review on November 20th, 2014. Her review was

completed on December 10th, 2014.

Evaluation Survey

A survey was provided to the SME in order to capture the feedback and suggestions. The

survey questions are included here (Appendix J). The detailed results of the survey can be

located here (Appendix K).

Report of Expert Review

The subject matter expert’s feedback was positive and insightful. I am new to the school

district and this is my first year in the role of an Educational Technology Coach so the SME also

reiterated some information that was pertinent to my role in the school district. The SME liked

the goal and objectives and referenced a conversation we had about the school district’s initiative

to use learning management systems in the classroom. The SME also indicated that the

objectives were clear and that the steps to completion were easy to follow. The SME suggested

modifying the instructor’s guide to include the mention of a follow up survey that will be

administered thirty days after the training is completed to help assess the impact the training had

on the staff. The SME also mentioned that the learning materials were put together well and

when asked about potential changes or enhancements, she stated that she would like to see a

stand-alone training module that could be administered without an instructor present for teachers

who were absent, or who were hired after the training date. She also indicated that the slides I

had were a good start but that on their own they are not interactive enough to promote learning.

Comments on Suggestions

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The SMEs comments were both encouraging and informative. She made a suggestions to

include the thirty day follow up survey in the instructor’s guide. This will be added to the guide

before the first training is implemented in January. She also suggested the creation of a

companion course that was a stand-alone module for teachers who were absent or who are hired

after the training date. This was something I had not considered. Her experience helped me see a

potential pitfall and how to address the issue proactively. The training module will be developed

over the next 30 days and will be ready in February for all staff. The SME made a comment

about the slides not being interactive enough. This was a bit concerning to me at first, but after

further communication, she indicated that the slides were great for the instructor led training, but

that the slides on their own would not be enough to help teachers learn how to use Google

Classroom in a stand-alone course.

Reflective Synthesis Paper

I wasn’t quite sure what to expect when I enrolled in this class. Initially, I did not truly

understand what instructional design entailed. My view of designing instruction was from the

perspective of a classroom teacher. As a classroom teacher I paid little attention to how someone

actually designed instruction from start to finish. In most cases the standards, lessons, and

material was predetermined for me. My role placed more emphasis on maximizing results based

on how the material was presented rather than on a complete instructional design.

It was a bit of a challenge at first to let go of this way of thinking with regard to

instructional design. However, as each week progressed in the course, I began to understand that

instructional design was a rich process that required more forethought, analysis and depth than

what I was accustomed to as a teacher when creating my lesson plans. This afforded me the

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opportunity to gain new appreciation for instructional design and the instructional design

process.

My first epiphany that allowed me to change my own personal paradigm occurred as I

created my first project (Project 1). The project required us to go through the first part of the

instructional design process. The needs analysis portion of the project fascinated me. Creating a

survey to uncover a need was purposeful and direct in nature. This was so far from anything that

I was accustomed to doing in my classroom with regard to my lesson planning, that I was forced

to view instructional design from a new perspective.

I now think of instructional design process in much the same way I think of the website

design process. In a similar fashion to instructional design, proper website design requires

considerable analysis, planning and evaluation to ensure that the design is ultimately successful.

Larson and Locke stated that instructional design “begins with the end in mind” (2014, loc 477).

This is also true of website design. In order to design a website successfully, one must have a

clearly defined purpose for doing so and must revisit that purpose regularly to ensure that the

website design project has not changed in scope.

The process for both instructional design and website design are very similar. In both

instructional design and website design a goal is established to help guide the project and ensure

that the project does not change in scope. Additionally, when designing a website, analysis is

done to determine the best method for accomplishing the goal of building a website. Often, a

website sketch or model is created to help understand how a user will navigate through the

website. While creating Project 1, we did a similar activity that involved creating a flow diagram

to help us see how a learner would be taken through the training. Careful planning is then done

in both instructional design and website design so that the designs are deliberately created

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according to the project’s goals. Website design also requires constant evaluation as

“debugging” and refining code for websites is essential to creating a successful website design.

Evaluating and refining an instructional design project is no less important. As part of Project 2

we were asked to evaluate and refine our project. This is at the very core of the instructional

design process and is done at each stage of the design process (Larson and Locke, 2014).

I am grateful that I had the opportunity to take this instructional design class. As an

Educational Technology Coach, this knowledge will be a tremendous asset as I design training

modules for the school district. I am now confident that I can design instruction that can be

delivered to a classroom or to the entire school district. Having an understanding of the

instructional design process and being able to design instruction will be of great value to me in

my current and future employment opportunities.

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Appendix A: Technology Skills Survey

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Appendix B: Technology Skills Survey Responses

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Appendix C: Google Classroom Self-Assessment

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Appendix D: Google Classroom Self-Assessment Responses

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Appendix F: Post Instruction Report

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Appendix G: Google Classroom Course Feedback Form

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Appendix H: Google Classroom Behavior Modification Report Survey

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Appendix I: Results Examined (Impact evaluation form)

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Appendix J: Final Evaluation Feedback Survey (SME)

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Appendix K: Final Evaluation Feedback Survey (SME) Responses

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References

Larson, M., & Lockee, B. (2014). Assessing Learning. In Streamlined ID: A practical guide to instructional design (Kindle ed.). New York: Routledge.

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