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Running Header: ADDIE: GOOGLE SLIDES WITH EMBEDDED VIDEO

ADDIE: Google Slides with Embedded Video


Robin Henderson
Dr. Linda Kaiser
Post University EDU 623.90
April 30, 2016

ADDIE: Google Slides with Embedded Video

Introduction
RhodeIslandSchoolfortheDeafisastateschoolthatservicesDeafandHardofHearing
studentsagesthreetotwentyoneyearsold.Duetopoorperformanceonstatewideassessments,
theRhodeIslandSchoolfortheDeafisconsideredapriorityschoolandhasinvestedinnew
curriculumandstafftrainingtoimplementthecurriculumgearedtowardsimprovingstudent
literacyproficiency.(InfoWorks,"n.d.)
TheschoolhasadoptedapilotprogramtitledBilingualGrammarCurriculum:ASLand
EnglishdevelopedbyToddA.Czubek(M.Ed.)andKristenA.DiPerri(Ed.D).Thecurriculum
wasdevelopedtoaddressliteracydevelopmentindeafandhardofhearingchildren.When
lookingatproficiencylevelsofhighschoolgraduates,toomanyDeafandHardofHearing
studentshavegraduatedhighschoolwithlanguageproficiencies(ASLandEnglish)wellbelow
thoseexpectedoftheirgradelevels.(DiPerri&Czubec,n.d.)
When it comes to grammar instruction, teachers have historically borrowed
incompatible materials (those designed for hearing students) or they have taken it upon
themselves to generate individual resources for their class. (DiPerri&Czubec,n.d.)The
development of appropriate materials to address the unique grammatical needs of Deaf and Hard
of Hearing students requires the use of video and presentation tools that allow students to
develop metalinguistic awareness essential to bilingual development (DiPerri&Czubec,n.d.).
This project will focus on the development of teacher competency using Google Slides
with embedded video. The project will use the ADDIE model as a guide for instructional design.
ADDIE "is an acronym that represents the process phases of Instructional Design: Analyze,
Design, Develop, Implement, and Evaluate." (Larson, 2014) Each of the phase of the ADDIE

ADDIE: Google Slides with Embedded Video

model is an essential component of the Instructional Design process and will be outlined in the
sections below.
Analysis Phase
Needs Analysis:
The Rhode Island School for the Deaf currently serves approximately 63 students ranging
from pre-school to age 21 with 94% of the population receiving special education services.
Performance data indicates that the student population at the Rhode Island School for the Deaf
are performing significantly below grade level in all areas of literacy. (March 1, 2016)
English Language Arts teachers currently use curriculum designed for students with an
L1 of standard English and accommodate the materials in an attempt to meet the needs of the
Deaf and Hard of Hearing students. Deaf and Hard of Hearing students do not have English as
their L1 which creates an instructional gap due to inability to access the materials resulting in
low proficiency in all areas of literacy (DiPerri&Czubec,n.d.).
TheBilingualGrammarCurriculumdesignedbyToddA.CzubecandKristinA.Diperri
providesacomprehensiveapproachtoteachingEnglishtoDeafandHardofHearingchildren
usingAmericanSignLanguage(DiPerri&Czubec,n.d.)Whilethecurriculumprovidesclear,
sequentialstandardsandbenchmarksforeachlevelofinstruction,itdoesnotprovidelessonsto
useormodifyduringinstruction.
ThelessonswillbedevelopedbytheteachersattheRhodeIslandSchoolfortheDeaf
duringcollaborativemeetingtimesusingGoogleSlides.The training developed for this project
will provide the English Language Arts teachers with the technological skills needed to create
materials for the new curriculum.

ADDIE: Google Slides with Embedded Video

Learner Analysis
The English Language Arts teachers at the Rhode Island School for the Deaf have earned
the status of Highly Qualified as determined by the Rhode Island Department of Education.
Currently at the school, 95% staff have teacher certification in the area of the education of Deaf
and Hard of Hearing students with 90% of the teaching staff holding a Masters in Education.
("Certification - Current & Future Educators").
According to the union seniority list, 85% of the current staff at the Rhode Island School
for the Deaf have been teaching for twenty-five years or more indicating that those staff
members are not digital natives (N. Mcquire Heath, Personal communication, March 1, 2016).
The term digital native is a catch-all phrase that refers to those who have grown up using
technology like the Internet, computers and mobile devices. ("What Is a Digital Native? Definition from Techopedia," n.d.)
The lack of expertise in the use of technology, such as Google Drive, creates a lack of
confidence in the ability to develop instructional materials to meet the objectives within the
curriculum. Furthermore, ASL as a visual language with no written form, requires the use of
video technology in order to present the language. The learners for this project need to be able to
create videos and insert those videos into a presentation platform, such as Google Slides, in order
to meet the objectives of the new curriculum. Google Slides allows for collaboration and shared
files amongst the staff which will decrease the workload of individual teachers as well as
potentially minimizing downloading issues when sharing files that contain videos. The learners
do not demonstrate the technological skills required to access Google Slides and share files for
collaboration which increases the overall lack of confidence. The gap between what is (varied
confidence levels and ability to use technology) and what should be (confident and

ADDIE: Google Slides with Embedded Video

technologically able) points to a need for training teachers on how to use Google Slides.
(Larson, 2014).
Environmental Analysis
The training will be presented during the Professional Learning Community (PLC) in the
Cooperative Meeting Room (COOP). Each PLC session is attended by English Language Arts
teachers and has a designated time frame of fifty-five minutes. At least three PLC sessions will
be reserved and dedicated to the training session. The Cooperative Meeting Room is equipped
with a large television that can be attached to a laptop or presentation device creating visual
access to the presentation. Participants will be asked use school issued computers to ensure
consistency for the purpose of this training.
Stakeholders
Stakeholders are defined as a set of key groups and individuals who are interested and
involved in, and are potentially impacted by the instructional guide that will be designed.
(Larson, 2014) The stakeholders identified for this project are:
Stakeholders
Students

Possible Gains
Access to instruction that uses the L1 by
capturing the language on video

Teachers

Creation of effective lessons using


appropriate tools for delivery of instruction

Administration

Increased collaboration amongst teachers and


shared best practices

Task Analysis
Task analysis is defined as the process of identifying what tasks must be done in order to
achieve a certain goal. (Ledford & Sleeman, 2000) The characteristics of a well designed task are
as follows:

ADDIE: Google Slides with Embedded Video


1.
2.
3.
4.

The task has a definite beginning and end.


The task is performed in a relatively short amount of time.
The task is observable.
Each task is independent of other actions.

(Ledford&Sleeman,2000)
The instructional goal for this training is to create a document using Google Slides with
embedded video. The steps for the task are as follows:
1.
2.
3.
4.
5.
6.
7.

Open photobooth
Select the video option and create a video
Create a folder on your desktop and rename the folder
Drag/drop the video into folder that was just created
Open a new Google Slides document
Rename document Google Slides Training Session
Insert video onto slide (from the folder created in step 1)

Situational Analysis
The training faces potential obstacles and barriers that need to be addressed in order to
ensure success. Often, the scope of the content in an instructional design project is heavily
influenced by standards, guidelines, and regulations that apply to the organization. (Larson,
2014) The administration of the school faces quarterly pressure from the Department of
Education in regards to growth data. There is currently no valid data that can be used to justify
the ability of this curriculum to positively influence growth data throughout the school creating
additional school wide pressure. The ability to create materials efficiently and effectively as well
as sharing resources is essential to the survival of the new curriculum.
Additionally, time constraints present another obstacle that needs to be addressed. In
order for this training to be successfully implemented, teachers will need time to work
collaboratively through the training, understand the process, have the time apply the process, and
ask questions to clarify problematic areas. Successful training will require a reserved time that
will not be affected by day to day school operations.

ADDIE: Google Slides with Embedded Video

Media and Technology Analysis


ASL is a visual language that requires access technological tools in order to discuss the
grammatical components within the language. A standardized approach to the creation of
materials will increase effectiveness and the ability to share. Google Slides allows for
collaboration and participants or creators do not have to deal with multiple files with different
versions. ("5 Reasons to Replace PowerPoint with Google Slides | Inside Higher Ed," n.d.)
To avoid complication and increase collaboration, participants will be asked to use only a single
medium, Google Slides.
Design Phase
Development Schedule:
Approximate time needed for each phase of the ADDIE process is listed below:
Analysis

2 weeks prior to implementation/ongoing

Design

2 X 2 hour sessions
1x 6 hour prior to implementation

Development

2 hours per session


3 x 6 hour prior to implementation

Implementation
Evaluation

3 hours per session


3 x 55 minute Sessions
Throughout each session, Session three ,
Throughout each phase and process

Course Learning Objectives:


Goal: Upon successful completion of this training, learners will be able to demonstrate
the process of creating presentations with embedded video enabling classroom instruction of
ASL grammar.

ADDIE: Google Slides with Embedded Video

Objectives:
By the end of this training session, the learner will be able to create videos using
appropriate software
By the end of this training session, the learner will be able to upload videos in to a
web-based platform
By the end of this training session, the learner will be able to create a presentation
containing slides
By the end of this training session, the learner will be able to embed videos onto slides
By the end of this training session, the learner will be able to consistently create
presentations with embedded video
Lesson Structure and Activities:
The lessons will be designed using Gagnes 9 Steps of Instruction as a guide. Gagne
created a nine-step process called the events of instruction, which correlate to and address the
conditions of learning. ("Gagnes 9 Events of Instruction," n.d.)
The first steps of Gagnes 9 Steps of Instruction are to gain attention and call attention
to learning. Learners will be informed of the instructional goal (what will he/she do by the end
of this training) and learning goals prior to the first session during scheduled PLC meeting (10
min). The remaining seven steps (stimulate recall of prior learning, present the content, provide
learning guidance, elicit performance (practice), provide feedback, assess performance,
enhance retention, and transfer to the job) are outlined throughout sessions one, two and three.

Session One:
The following objectives will be met during session one:
Part one: By the end of this training session, the learner will be able to create videos using
appropriate software (10 minutes)
During the first ten minutes of the training session, the instructor will lead a guided
discovery of the creation of videos using Photo Booth. The instructor will use a Google Slides

ADDIE: Google Slides with Embedded Video

presentation that contains a video demonstrating each step of the creation. The presentation is
designed in this manner to ensure that the instructor maintain eye contact and engagement with
the learners rather than looking at his/her computer. In Deaf culture, Deaf people listen with
their eyes. Vision is the most useful tool they have to communicate and receive information. For
this reason, only speak when you have eye contact, even if they are using an interpreter. ("The
Importance of Deaf Culture," 2014) The only way to ensure that a mixed group of learners (both
hearing and deaf) are receiving information is by maintaining eye contact during instruction.
After each slide of the presentation, the learners will recreate the steps that they observed
on their own devices. Formative assessment will occur throughout the process with the
instructor observing, providing feedback and answering questions. The following steps will be
demonstrated during the first sessions presentation:

Creating and renaming a folder on their desktop


Locating and opening Photo Booth
Creating a video using Photo Booth
Selecting created video and drag-and-drop into folder.

Once the guided learning session is completed, the learners will be asked to create a new
folder, create a new video in Photo Booth, and drag-and-drop the video into the folder on their
own. (10 minutes)
Part two: By the end of this training session, the learner will be able to upload videos onto a
web-based platform (10 minutes)
During the next ten minutes of the training session, the instructor will use a Google Slides
presentation that contains a video demonstrating each step of the process of uploading a video
onto a web-based platform. After each slide, learners will perform the steps they observed on
their own devices. Formative assessment will occur throughout the process with the instructor
observing, providing feedback and answering questions.

ADDIE: Google Slides with Embedded Video

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The following steps will be demonstrated during this section of the presentation:

Logging into the risdvideo@gmail.com YouTube account


Locating and opening the learners designated YouTube channel
Locating and using the upload feature
Dragging and dropping videos onto upload feature.

Once the entire process is completed, the learners will be asked to complete the second
objective on their own using the video created from part one. (10 minutes)
The learners will be asked to complete an exit ticket that rates their confidence level
regarding the objectives from the session. (5 minutes)
Session Two:
The following objectives will be met during session two:
Part one: By the end of this training session, the learner will be able to create a 3 slide
Google presentation: (10 minutes)
During the first ten minutes of the second training session, the instructor will lead a guided
discovery of the creation of a Google presentation containing multiple slides. The instructor will
use a Google Slides presentation that contains a video demonstrating each step of the creation.
After each slide, learners will perform the steps they observed using their own accounts.
Formative assessment will occur throughout the process with the instructor observing, providing
feedback and answering questions.

Steps demonstrated during presentation:


o Logging into the learners school-issued Gmail account
o Locating Google Drive icon
o Creating a new presentation
o Renaming the new presentation using a proper naming
convention
o Adding 2 new slides

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Once the guided learning session is completed, the learners will have a 3 slide
presentation, saved using a given naming convention, and be ready for part two of the second
session.
Part two: By the end of this training session, the learner will be able to embed videos onto
slides (10 minutes)
During the second ten minutes of the second training session, the instructor will lead a guided
discovery of the creation of a Google presentation containing embedded video. The instructor
will use a Google Slides presentation that contains a video demonstrating each step of the
creation.
After each slide, learners will perform the steps they observed using their own accounts and
presentations. Formative assessment will occur throughout the process with the instructor
observing, providing feedback and answering questions.

Steps demonstrated during the process


o Open insert video on Google slides
o Locate their YouTube channel determined in previous session.
o Copy the link to the video previously uploaded
o Paste into correct section of Google Slides insert link

Once the guided learning session is completed, the learners will be asked to complete an exit
ticket that rates their confidence level regarding the objectives from the session. (1 min) The
learners will informed of the objectives for session three and will be asked to arrive with
objectives from the BilingualGrammarCurriculum to use for their presentation during session
three. (4 minutes)
Session three:
The learners will create a Google Slides presentation containing embedded video created
by the learner, for use in their classroom instruction. During this session, the learners will apply

ADDIE: Google Slides with Embedded Video

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the skills they acquired during the first two session and begin creating slides to use during their
bilingual grammar lessons.
The goal of session three is to have the learners apply their skills from sessions one and
two. The presentation that is created during session three will be used as a summative
assessment. The learners will be provided with a checklist that identifies all the components
necessary to demonstrate competency in developing presentations that contains embedded videos
that the learner created.
Assessment:
Formative assessment occurs throughout the training session. The instructor observes the
learners and provides them with ongoing feedback. ("Formative vs Summative Assessment" n.d.)
The learners will also be asked to complete multiple exit tickets that rate their confidence levels
related to the objectives.
The final session of the training will ask the learner to create a presentation with
embedded video that can be used for their own instructional purposes. The presentation created
by the learner is a summative assessment used to evaluate student learning at the end of the
training sessions. ("Formative vs Summative Assessment", n.d)
Implementation Phase
Pilot Testing:
A pilot test is one in which you take the training program for a trial runthat is, you
deliver it for the first time to assess which parts work and which ones need improvement. ("9
Steps to an Effective Training Pilot Test," n.d.) For the purpose of this training session, a trial
run will be presented using participants that represent the intended learners. ("9 Steps to an
Effective Training Pilot Test," n.d.)

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At least three staff members who are not participating in the training will participate in
the trail run and provide feedback to the designer. Clarity (how well they comprehend the
materials), accuracy (is the information correct), and performance (are the slides correct, do the
websites work, are the hands-on activities working as intended) will be evaluated during the pilot
test. ("9 Steps to an Effective Training Pilot Test," n.d.).

Delivery:
The instructor needs to demonstrate proficiency in Google Slides, YouTube, and Photo
Booth as well as demonstrating proficiency in Apple products (iMacs and MacBooks).
The training will take place in the meeting room at Rhode Island School for the Deaf in
the Common Meeting Room. The room is equipped with a large television which will be used
to show the presentation. One week prior to the training session, the IT personnel at the school
will confirm all personal devices and school devices are equipped for the training and have
access to the internet. The IT personnel will be available in the meeting room for the first fifteen
minutes of each session to resolve connection issues as well as be on-call on an as needed
basis in case issues arise during the trainings.
The meeting will be marked on the school-wide calendar at least two weeks prior to the
training date to clearly indicating the participants to avoid interruptions or scheduling meeting
that may conflict with the trainings.
Evaluation Phase
The final phase of the ADDIE model is the evaluation phase. The evaluation of the
project really should have started during the previous phase -- the implementation phase --

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because the evaluation is of both the activities of the trainer as they are being implemented and
of the results of the training as it nears an end or is finished. ("Evaluating Training and Results,"
n.d.)
Formative assessment occurs during the implementation phase in the form of ongoing
feedback, participant surveys after each session, application of skills during each session.
Summative assessment for this project occurs during the last training session where the
participants are asked to create a Google Slides presentation with embedded video that meets an
instructional objective within their own classroom.
Further evaluation of the program follows Kirkpatricks Four Levels of Evaluation. The
four levels of evaluation are defined and applied to the training in the graph below:
Kirkpatricks Levels of Evaluation

Level 1- Reaction

Incorporated into Google Slides: Embedding


Video
The participants will take a
Level One: Smile Survey

Measures the trainees reaction to the training


Level 2- Learning
Measures what the trainees have learned
Level 3- Behavior
How the information is applied after the
training?
Level 4- Results
Analyze the final results of the training

Each training session includes


opportunity to apply the specific skills they
have learned
(Formative/Summative Assessment)
Data collection through interviews,
observation and documentation:
Example: Are teachers incorporating
Google Slides and Embedded Video in their
daily lesson plans? How often? What
lessons? Are resources shared?
Did the students show growth in
literacy since the training session (Analysis of
growth data prior to training, 3 month/6
months after training)

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("Kirkpatrick's Four-Level Training Evaluation Model: Analyzing Training Effectiveness",nd)


Conclusion
At the beginning of a project, designers gather and analyze a wealth of information to
define the main problem and the basic needs involved. (Larson, 2014) The results of the needs
analysis identified a gap between what is and what should be when teaching grammar to
Deaf and Hard of Hearing students at the Rhode Island School for the Deaf (Larson, 2014).
The ADDIE model provided a step by step framework that guided the development of
training sessions designed to increase the teachers ability to create lessons using Google Slides
and embedding videos for instructional purposes. ("THE ELearning Site," n.d.). An iterative
process, ending with the evaluation phase, the ADDIE model evaluates how well the training
needs have been met allowing the designer to continue to improve the project design. ("Langevin
Blog," n.d.)

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http://wfdeaf.org/our-work/focus-areas/deaf-education
DiPerri, K. A., & Czubec, T. A. (2016). Bilingual Grammar Curriculum ASL & English (Unpublished
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Formative vs Summative Assessment - Teaching Excellence & Educational Innovation - Carnegie


Mellon University. (n.d.). Retrieved from
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