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Part I: Identification of Learning Problem

General Audience
The primary audience is comprised of both male and female certified educators, of all ages and
experience levels. The primary audience teaches students in grades 6-8 (ages of the students
vary from 10-14). Educators in the audience come from different backgrounds before entering
the education world and teach a variety of subjects daily. All educators within the Hall County
School District with direct instruction to students will receive training.

Problem Identification
The HCSD (Hall County School District) has implemented a new tool for all faculty and students
beginning the 2013-2014 school year. Faculty and students now have access to Google Drive,
including Google Apps and Google Docs.
Google Drive allows educators to save documents in a cloud-based system enabling access from
multiple locations. With this new tool faculty can collaborate on lessons with each other and
collaborate with students on assignments completely online. Google Drive can be accessed at
school and at home.
As this new tool is being introduced to faculty and students, it is important for faculty to be
trained on why and how it is a useful tool along with how to manage files using Google Drive.
Educators may not be open to a change in the procedures they have previously been accustomed
to using. Educators have been instructing students to e-mail assignments to them. Google Drive
training will allow educators to see how easy and useful using this tool can be for them along
with their students when collaborating on projects that are saved or in real time.

Instructional Goals
Users will be able to successfully log into Google Drive.
Users will be able to navigate through Google Drive to access Apps and Documents
Users will be able to create Google Docs or upload documents to share

Part II: Learner Analysis

Introduction:
The targeted groups of learners are 6th-8th grade teachers at Da Vinci Academy in Gainesville,
Georgia. There are 13 female teachers and 4 male teachers within this school. The group is
comprised of 15 Caucasians, 1 Hispanic, and 1 Asian. Educators in this group come from
different backgrounds including the military and engineering before entering the education world
and they teach a variety of subjects daily. The age ranges of educators at this school are from the
early 30s to 50s. Educators have been at the school for 2 or more years. A small group of these
educators founded and started this school. Information regarding the educators was determined
after educator interviews and observations.

Entry Skills and Prior Knowledge:

Able to log on a computer


Use basic internet search engines
Create and/or save documents/presentations
Knowledge of access to sites

Educators have no prior knowledge of Google Drive as this is the first year it has been
implemented in the district. This information was obtained by observations of the learners.

Attitudes toward Content and Academic Motivation:


When asked about their comfort levels with technology, the group was split at 50/50. Half of the
educators feel comfortable and knowledgeable using technology within their classroom. The
other half of the group feels that they have minimal knowledge and understanding when using
technology in the classroom. All educators are motivated to learn new programs that allow them
to work hand in hand with the students within their classes. These results were gathered through
observation, educator survey, and discussions.

Educational Ability Levels:


Based on observations of this group the teachers are highly qualified learners. Teachers within
this group teach Advanced Placement students and have a willingness to learn more themselves.
Teachers have advanced degrees ranging from Bachelors to Educational Specialists.

General Learning Preferences:


The teachers seem to have a preference for hands on learning and activities. The teachers enjoy
collaborating together on lessons. They also prefer interactive activities that involve technology.

Attitude toward Teachers and School:


Teachers have a deep respect for one another and the school. This group works closely and very
well together. They love this school as they have made the school what is it today. The teachers
enjoy coming to work every day.

Group Characteristics:
The school is located in a rural area of South Hall County. This community is growing rapidly,
although there are only approximately 200 students in grades 6-8 at this school. This school is a
Program of Choice school. Teachers at this school are very much open to learning new things
and growing in their ability to teach and reach their students.

Part III: Task Analysis


I chose to use a procedural task analysis to introduce the procedures of how to use Google Drive
for staff members. I worked with a Media Specialist as the Subject Matter Expert (SME) and
went through the steps of the task for the procedural task analysis. In the procedural analysis the
tasks are outlined in the steps that users will follow to properly log on to the site and then how
they will be able to move around the site depending on what they would like to learn. Within
this task analysis I included topic analysis that gives information and facts about Google Drive.
The Subject Matter Expert (SME) is the school Media Specialist that was trained by the e-

learning specialists for the HCSD on Google Drive. All media personnel were required to attend
training in order to become Subject Matter Experts within the schools.
What is Google Drive?
Google drive is a cloud based system that enables access from multiple locations. Google Drive
is the International standard for viewing, sharing and collaborating in real time while creating a
document, spreadsheet or any apps available in Google Drive.
How do you access your Google Account?
1. Go to the Connect icon on your desktop or type in connect.hallco.org
2. Enter in your Hall County username (student number) and password. Ex. Rebecca.west
(Do not include @hallco.org)
3. Once you have logged in then you will be at the Connect platform. Click on HallConnect.
4. Once inside HallConnect, you will see the Google Drive icon
From home or when you cant get to HallConnect
a. Go to www.google.com and click on drive on the black bar at the top of the page.
Login there with hallco.org credentials (name or student number @hallco.org), but
Google will redirect you to connect.hallco.org to sign in there.

5. Students and teachers have 30 GB of storage for all external file types (Word, Excel, PPT,
PDF, etc.), but you will have unlimited storage for Google file types (Docs, Presentation,
Spreadsheet, etc.) This is topic analysis.
6. Click on the Create button to Create Documents, Presentations, Spreadsheets, etc. Name
untitled documents. All work is automatically saved.
7. You can share documents and other work with others for them to view or to collaborate in
real time.
8. To share a document, click on the Share button.
9. You can copy the link to share with others to view or you can invite people by adding
their email addresses. This will give them permission to make changes to your document.

Sharing Documents with Students


1. Teachers create a document in Drive.
2. After you have finished the document click share.
3. When you invite people/ share - type in your students name or student number.
4. Change the box that says can edit to can view- this is to insure that students dont edit
your original document.
5. When students go into their shared documents they will see what you have shared.
6. When they go into the document, they will need to go to FILE and then MAKE A COPY.

7. Students will rename the copy and then it will be saved in their drive.
8. The copy will be in their drive and from there they can begin editing.
9. After they have edited their copy they will need to share it again with the teacher
10. Making a copy detaches from the original and becomes a new document.
Students Sharing Documents with the Teacher
1. Students will create a document.
2. When students are ready to share they will click on SHARE. (I suggest that students
share with the teacher from the beginning, so that teachers have the option to monitor the
work while its being produced)
3. When students share, they will need to type in the teachers email.
4. After they have typed it in, the teacher can choose if the students should send an email or
if unchecked it will just be sent to the teachers shared with me folder
5. Teachers will receive an email from the student or they can look at the documents in their
own Drive under the Shared with me tab
How to View Students Revision History and Collaboration
1. Go into the students document
2. Click on All Changes Saved in Drive or Last Edit that is in the top middle of the
screen.
3. After clicking on this the revision history will show up on the right side.
4. Click on show more detailed revision.
5. From there you should be able to see everyones input.
6. If you click on one of the revisions, each persons work shows up in the color that is
listed and what was completed in the document at that time.
7. You can also look through each revision to see what students have done within the
document to monitor progress and productivity.
8. This is a great way to see what each student has added to a group project.

Part IV: Instructional Objectives

Terminal Objective 1: To define Google Drive


Enabling Objectives:
1A. To identify Google Drive as a cloud based system.
1B. To describe the uses of the Google Drive
1C. Participates in learning what Google Drive is.

Terminal Objective 2: To set up the Google drive


Enabling Objectives:
2A. To prepare folders within Google drive
2B. To arrange documents/pictures
2C. To manage folders that will be created within Google Drive

Terminal Objective 3: To navigate through Google drive.


Enabling Objectives:
3A. To experiment with Google Apps and documents
3B. To determine how Google Drive can be used
3C. To determine how Google Drive will be used

Terminal Objective 4: To create Google documents.


Enabling Objectives:
4A. To locate documents to upload to share
4B. To prepare Google documents from the Google Drive.
4C. To share Google documents

Classification of Instructional Objectives:


Content
Fact
Concept
Principles
Procedure

Performance
Recall
1
1A
1B
4A

Interpersonal
Attitude

National Educational Technological Standards:


1. Facilitate and Inspire Student Learning
and Creativity
Teachers use their knowledge of subject matter,
teaching and learning, and technology to facilitate
experiences that advance student learning,
creativity, and innovation in both face-to-face
and virtual environments.
a. Promote, support, and model creative
and innovative thinking and inventiveness
b. Engage students in exploring real-world issues
and solving authentic problems using digital tools
and resources
c. Promote student reflection using collaborative
tools to reveal and clarify students conceptual
understanding and thinking, planning, and
creative processes
d. Model collaborative knowledge construction by
engaging in learning with students, colleagues,
and others in face-to-face and virtual environments
3. Model Digital Age Work and Learning
Teachers exhibit knowledge, skills, and work
processes representative of an innovative professional
in a global and digital society.
a. Demonstrate fluency in technology systems and the
transfer of current knowledge to new technologies
and situations
b. Collaborate with students, peers, parents,

Application
3B, 3C
2, 2A, 2B, 2C, 3, 3A, 4, 4B,
4C
1C

and community members using digital tools


and resources to support student success
and innovation
c. Communicate relevant information and ideas
effectively to students, parents, and peers using
a variety of digital age media and formats
d. Model and facilitate effective use of current and
emerging digital tools to locate, analyze, evaluate,
and use information resources to support research
and learning

Part V: Development of Assessments


Assessments for this training module are performance based. The importance of this unit is
training educators on Google Drive so that they can implement the use of Google Drive in their
classes. It is important to make sure educators understand how to use Google Drive and can
share what they have learned with students and other team members.
Instructional
Strategies
Lesson 1:
After learning what
Google drive is by
watching videos
and audio the
learner will answer
questions to show
understanding of
what Google Drive
is.

Goals

Objectives

UDL

As

Accesses Google
drive and
becomes familiar
with why it
should be used
and how it can
used successfully

Objective 1: To define
Google Drive

Videos and audio


clips will be added
to give learners a
choice of reading
the information,
listening to the
audio or watching
a video to gain
the information.

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1A: To identify Google


drive as a cloud based
system.
1B: To describe the uses
of the Google drive
1C: Participates in
learning what Google
Drive is.
Objective 5: The learner
will demonstrate how to
log onto Google drive.
5A: To apply knowledge
learned to log on
5B: To use the internet
to connect to Google

Multiple Means of
engagement.

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Lesson 2:
The learner will use
screen shots of
their individual
drives to show how
they created
folders within their
drive. Students
can e-mail the
instructor or share
how they chose to
set up their Google
drive using a web
2.0 tool of their
choice.

Learners will be
able to set up
folders and
manage how
they arrange the
desktop of
Google drive.

Lesson 3:
The learner will
navigate through
the Google drive
and experiment
with creating
Google documents,
using the apps
available and
sharing
documents.

Creates
documents from
within the
Google drive and
is able to share
documents with
other individuals.

The learner will


create a document
using Microsoft
word or Google
docs and will then
share it with the
instructor through
Google drive.

drive
5C: To choose how to
access Google drive
Objective 2: To set up
the Google drive
2A: To prepare folders
within Google drive.
2B: To arrange
documents/pictures
2C: To manage folders
that will be created
within Google drive

Objective 4: To create
Google documents
4A: To locate
documents to upload to
share
4B: To prepare Google
documents from the
Google drive
4C: To share Google
documents
Objective 3: To
navigate through
Google drive
3A: To experiment with
Google Apps and
documents
3B: To determine how
Google drive can be
used

Audio clips and


screen shots can
be added to for
learners who are
not able to follow
the task sheets.
Multiple means of
expression.

Audio clips and


screen shots can
be added. The
Learner will have
the choice to use
the note pad or
One Note to make
lists and/or to
document ideas.
Multiple means of
expression.

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3C: To determine how


Google drive will be
used.

Lesson 1 Assessment:
True/False

1.________ Google Drive can only be accessed on 1 computer


2.________ There is only 1 way to always log on to Google Drive
3.________ Students and faculty can share documents with each other
4.________ Google Drive can be used by faculty and students
5.________ You must be on campus to access Google Drive
6.________Google Drive is a cloud based system
7.________ Only 1 person at a time can work on a project/document that is shared
8.________ Google Drive can be used as a collaborative tool

Example of answers to the Lesson 1 Assessment:


Lesson 1 Assessment:
True/False

1.____F____ Google Drive can only be accessed on 1 computer

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2.____F____ There is only 1 way to always log on to Google Drive


3.____T____ Students and faculty can share documents with each other
4._____T___ Google Drive can be used by faculty and students
5.___F_____ You must be on campus to access Google Drive
6.___T_____Google Drive is a cloud based system
7.____F____ Only 1 person at a time can work on a project/document that is shared
8.___T_____ Google Drive can be used as a collaborative tool

Lesson 2 Checklist

Here is a checklist for screen shots or a web 2.0 tool that was used to show how folders are
created within Google drive.

__________ Screen shots are included that show where to click to add a folder.

___________ Screen shot is included that shows a folder or folders listed on the Google drive

___________ Information was included in an e-mail to the instructor

__________ Information was presented in a web 2.0 tool of the learners choice, Url:

Example completed:

Here is a checklist for screen shots or a web 2.0 tool that was used to show how folders are
created within Google drive.

__________ Screen shots are included that show where to click to add a folder.

___________ Screen shot is included that shows a folder or folders listed on the Google drive

___________ Information was included in an e-mail to the instructor

__________ Information was presented in a web 2.0 tool of the learners choice, URL:
http://www.powtoon.com/p/eTy17c53hSJ/

Lesson 3 Checklist

In this assessment you will create a document within Google drive and share it with the
instructor. The document should include the following items:

_____________ Title

____________ Image

____________ Your name

______________Document was shared not e-mailed


Example of document to be submitted
Sunset over the football field

Rebecca West

Part VI: Content Sequencing and Instructional Strategies


Instructional Sequence
Sequence
1
2
3
4
5

Description
To define Google Drive
The learner will demonstrate how to log onto Google
Drive
To set up the Google Drive
To create Google documents
To navigate through Google Drive

Objective
1
5
2
4
3

This sequence builds on concepts in a learning world related order. The learner will proceed
throughout the instruction based on the level of interest of each lesson. This is a recommended
sequence but the learner can choose which lessons to access at any point. The sequence was set
up as a spatial sequencing for learners to follow the order of lessons. This sequence was chosen
to help learners get all the required information for learning about Google drive based on the
information that the learners are novices and are training to become experts in the area of Google
Drive information and uses.

Lesson 1: What is Google drive?

Objective 1: To define Google Drive


Objective 1A: To identify Google Drive as a cloud based system.
Objective 1B: To describe the uses of the Google Drive.
Objective 1C: Participates in learning what Google Drive is
Initial Presentation: Educators will see a cloud appear on the screen and it will ask, What is
Google Drive? Second there will be an audio link that tells what Google Drive is.

UDL- A link for a video on an overview of Google Drive would be included for the
learner to be able to hear and see exactly what Google Drive is. (Multiple means of
engagement)

Generative Strategy- Educators will have a form that they will fill out in which they will list
things they would like to learn about Google drive during this time.

UDL-Educators can use notepad or OneNote on computers. (Multiple means of


engagement)

How to access Google drive


Objective 5: The learner will demonstrate how to log onto Google drive.
Objective 5A: To apply knowledge learned to log on
Objective 5B: To use the internet to connect to Google drive
Objective 5C: To choose how to access Google drive
Initial Presentation: Educators will view a power point on different ways they can access Google
drive.

UDL- Information can be typed and will be added as an audio clip.(Multiple means of
engagement)

Generative Strategy- Educators will log on and access their Google drive, practicing using both
ways to access the drive.

UDL- Educators will have a cheat sheet walking them through the logging on process.
(Multiple means of engagement)

Lesson 2: How to set up Google drive


Objective 2: To set up the Google drive
Objective 2A: To prepare folders within Google drive.
Objective 2B: To arrange documents/pictures
Objective 2C: To manage folders that will be created within Google drive

Initial Presentation: Screenshot of the home screen that educators will see as soon as they have
logged on and a screen shot that highlights the create folder button.

UDL-Audio clip can be added describing what they should see and walking then step by
step through the process of creating folders. The learner can pause the audio at any time.
(Multiple means of expression)

Generative Strategy: Educators will add folders and organize them per class, for example: 1st
ELA, 2nd ELA, and 3rd ELA and so on to prepare for using Google documents.

UDL- screen shots of all the steps on how to create and organize folders. (Multiple means
of expression)

Lesson 3: How to create within Google drive


Objective 4: To create Google documents
Objective 4A: To locate documents to upload to share
Objective 4B: To prepare Google documents from the Google drive
Objective 4C: To share Google documents

Initial Presentation: Have a list of items that educators will create using Google drive and
examples of items that can be added to Google drive for easier access.

UDL-Educators can choose what they create and how. (Multiple means of expression)

Generative Strategy- Have educators create a plot diagram as listed on the sheet for examples of
items to create. As educators create the items they can check them off the checklist. On
checklist have at least (2) items that educators will want to upload and share with someone.
Educators should share the plot diagram with the Instructional Designer to show they know how
to create and share documents.

UDL- Screen shots and audio clips can be added to walk educators through how to create
a document and share it. (Multiple means of expression)

How to navigate through Google Drive


Objective 3: To navigate through Google Drive
Objective 3A: To experiment with Google Apps and documents
Objective 3B: To determine how Google Drive can be used
Objective 3C: To determine how Google Drive will be used.

Initial Presentation: Educators will see a screen appear that says, How will you use Google
Drive? A slideshow showing how Google Drive can be used and a screen shot to show how to
get to Google apps.

UDL- Audio clip can be added asking the educators how they will use Google Drive,
explaining where to locate Google apps and giving examples of how Google Drive can be
used. (Multiple means of expression)

Generative Strategy- Have educators list ways, on previously provided sheet, they would like to
use Google drive. Educators will search through the different apps and document types they
have access to. Educators will add apps to their Google drive that they can use at any time as
they will be saved and listed under the apps tab on their Google drive.

UDL- Educators can use note pad or One Note to make the list of ways they would like to
use Google drive, a screen shot of the apps available can be added. (Multiple means of
expression)

References:
Anderman, E. M., & Dawson, H. (2011). Learning with motivation. In R. E. Mayer & P.
A.Alexander (Eds.), Handbook of research on learning and instruction (pp. 219241). New
York:Routledge.
Carter, C. (2012). Instructional audio guidelines: four design principles to consider for every
instructional audio design effort. Techtrends: Linking Research & Practice to Improve Learning,
56(6), 54-58. doi:10.1007/s11528-012-0615-z
DiPietro, M. (2010). Virtual school pedagogy: the instructional practices of K-12 virtual school
teachers. Journal of Educational Computing Research, 42(3), 327-354.
Hamdani, M., Gharbaghi, A., & Sharifuddin, R. T. (2011). Instructional design approaches, types
and trends: a foundation for postmodernism instructional design. Australian Journal of Basic &
Applied Sciences, 5(8), 1-7.
Hilbert, T. S., Renkl, A. A., Schworm, S. S., Kessler, S. S., & Reiss, K. K. (2008). Learning to
teach with worked-out examples: a computer-based learning environment for teachers. Journal
of Computer Assisted Learning, 24(4), 316-332. doi:10.1111/j.1365-2729.2007.00266.x
Kerr, S. (2011). Tips, tools, and techniques for teaching in the online high school classroom.
Techtrends: Linking Research & Practice to Improve Learning, 55(1), 28-31.
Morra, T. & Reynolds, J. (2013). Universal design for learning: application for technologyenhanced learning. The Journal of the Virginia Community Colleges, 43-51.
Rao, K. & Tanners, A. ( ). Curb cuts in cyberspace: universal instructional design for online
courses. Journal of Postsecondary Education and Disability, 24(3), 211-229.

Part VII: Design of Instruction


Instructional

Goals

Objectives

UDL

As

Strategies
Lesson 1:
After learning what
Google drive is by
watching videos
and audio the
learner will answer
questions to show
understanding of
what Google Drive
is.

Accesses Google
drive and
becomes familiar
with why it
should be used
and how it can
used successfully

Objective 1: To define
Google Drive
1A: To identify Google
drive as a cloud based
system.
1B: To describe the uses
of the Google drive
1C: Participates in
learning what Google
Drive is.

Videos and audio


clips will be added
to give learners a
choice of reading
the information,
listening to the
audio or watching
a video to gain
the information.
Multiple Means of
engagement.

Objective 5: The learner


will demonstrate how to
log onto Google drive.

Lesson 2:
The learner will use
screen shots of
their individual
drives to show how
they created
folders within their
drive. Students
can e-mail the
instructor or share
how they chose to
set up their Google
drive using a web
2.0 tool of their
choice.

Learners will be
able to set up
folders and
manage how
they arrange the
desktop of
Google drive.

5A: To apply knowledge


learned to log on
5B: To use the internet
to connect to Google
drive
5C: To choose how to
access Google drive
Objective 2: To set up
the Google drive
2A: To prepare folders
within Google drive.
2B: To arrange
documents/pictures
2C: To manage folders
that will be created
within Google drive

Audio clips and


screen shots can
be added to for
learners who are
not able to follow
the task sheets.
Multiple means of
expression.

Le
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Tru
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m
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Go

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Le
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Lesson 3:
The learner will
navigate through
the Google drive
and experiment
with creating
Google documents,
using the apps
available and
sharing
documents.
The learner will
create a document
using Microsoft
word or Google
docs and will then
share it with the
instructor through
Google drive.

Creates
documents from
within the
Google drive and
is able to share
documents with
other individuals.

Objective 4: To create
Google documents
4A: To locate
documents to upload to
share
4B: To prepare Google
documents from the
Google drive
4C: To share Google
documents
Objective 3: To
navigate through
Google drive

Audio clips and


screen shots can
be added. The
Learner will have
the choice to use
the note pad or
One Note to make
lists and/or to
document ideas.
Multiple means of
expression.

3A: To experiment with


Google Apps and
documents
3B: To determine how
Google drive can be
used
3C: To determine how
Google drive will be
used.

Part VIII: Formative Evaluation Plan

I would use a survey to collect learner feedback of the online module. The survey would be done
completely online through a survey website. The survey would be used to ask learners how user
friendly the online module was in teaching the task and helping them to complete tasks. It would
also ask for suggestions of changes in the program or any changes they would make. I would
ask a SME that has been through the County training to review the online module and provide
feedback through the survey also.

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Once the survey results have been returned I would go through each survey to see what the
consensus is for each item asked. For any item(s) where the majority thought there should be a
change I would evaluate that part of the module for changes that can be made that would provide
better results in the outcome. I would also look at all suggestions that are made to evaluate any
changes that should be made in the learning module.

Survey for Learning Module: For Learner


Rate the following statements using the numbers 1-5,
(1)
(2)
(3)
(4)
(5)

Very much agree


Agree
Neutral/ not sure
Dont agree
Very much do not agree

_______________ the module was easy to follow

_______________ I would use this module for training

_______________ I learned everything I needed/wanted to learn

_______________ I think there should be changes made to this module

________________ This module was efficiently timed and did not take too much time to
complete.

_______________ I would recommend this module

_______________ This module was beneficial

Please include any suggestions or comments below:

Survey for Learning Module: For SME

Rate the following statements using the numbers 1-5,


(1)
(2)
(3)
(4)
(5)

Very much agree


Agree
Neutral/not sure
Dont agree
Very much do not agree

__________ this module was easy to follow

__________this module clearly covers all objectives

_________I think there should be changes made to this module


Please type changes/suggestions in the space below:

_________I would use this module for training

_________this module is efficient

_________I would recommend this module

_________this module is beneficial

Please include any suggestion or comments below: