id project denise holder

Instructional Design Project

Creating a collaborative Google presentation

Denise Holder

Boise State University

EDTECH 503

Fall 2013

Dr. Jesús Trespalacios

Instructional Design Project 2

Part 1. Topic

Part 1a. Learning goal

After writing a paragraph in class with the direction of teacher, second grade

students will use four 30-minute class periods to create a slide with text and an

image in a shared Google presentation.

Part 1b. Audience

The learners are second grade students at Johnson Elementary School in Fort

Collins, Colorado. Johnson Elementary School is a K-5 elementary school located

within Poudre School District.

Part 2. Analysis Report

Part 2a. Needs Assessment Survey

In order to assess needs, two surveys were posted in Survey Monkey

(http://www.surveymonkey.com). Two surveys were created due to reaching the

maximum amount of questions allowed on the first survey. Learners could access

these surveys directly through the following links:

Survey 1 - http://www.surveymonkey.com/s/ZVCDCC3

Survey 2 - http://www.surveymonkey.com/s/6QFGVZ2

The needs assessment surveys were administered to twenty five second graders in a

whole group setting. These surveys were posted on Instructor’s class website where


learners could access surveys by clicking a button that linked directly to the

survey. Learners accessed the surveys with the direction of Instructor. Learners

took this survey online in one of the school’s two computer labs. Instructor read

each question aloud, and learners answered questions one at a time. Using in the

moment assessment, Instructor would clarify assessment questions if learners were

unable to construct meaning. Instructor waited for every learner to complete each

question before moving on.

Part 2b. Needs Assessment Data

Demographics: Twenty five second grade learners - 14 girls and 11 boys -

participated in the survey.

Experience with Google Drive: All learners have no knowledge of or experience

with Google Drive and its applications. Learners do not know how to access Google

Drive or share within Google Drive.

Computer experience: Ninety two percent of learners have a computer in their

home. Ninety two percent of learners enjoy working on computers, while eight

percent do not. When data was further analyzed, learners that did not enjoy

spending time on computers did have computers in their homes. Those two learners

have confidence in their computer abilities. One of those learners stated that

working on a computer was easy, while the other learner stated that working on a

computer was super easy and she could teach others.


Computers are used by second grade learners for a variety of purposes. A high

percentage use computers to play games.

Part 2c. The Learners

All learners have had experience with computers in kindergarten and first

grade. Kindergartners and first graders receive thirty minutes of weekly technology

instruction. This instruction includes skills such as learning the basic parts of a


computer and their functions, how to turn on and log in to the computer, and how to

access basic programs.

In second grade, students receive an hour of technology instruction where they

continue to build upon the basic skills presented in the previous grades and become

introduced to Microsoft Word and Excel, among other programs. Three second

graders are English language learners. These students have another language

spoken in their home but can speak and understand English. One learner has a

disability that has been identified in an Individualized Education Plan. This disability

does not affect computer skills performance or confidence.

When addressing learning styles, more than half of the learners prefer working by

themselves.

Sixty four percent of students prefer to think about new material as opposed to

talking about it. Fifty six percent of learners stated that they remember new material

best when they see the information.


Part 2d. Learning Context

Equipment and facility: Learners will be working in one of the two computer labs

available in Johnson Elementary. Each computer lab is equipped with a

SMARTBoard and a projector. Faronics Insight is installed on the Instructor machine

in each computer lab. Faronics Insight allows Instructor to view all students’

computers in one screen, lock keyboards and mice, and share a student’s screen

with the class for teaching purposes.

There are thirty two Dell desktop computers, set up in rows, in each lab that have

access to the internet and a color printer. Computers are connected to the district

server. Items created on these computers can be saved to a student’s personal

server folder. Many basic programs, such as Pixie and Sebran, are on all

computers. Learners experienced using these programs in kindergarten and first

grade.

In the classroom, there are nine computers available - two desktops, six

laptops/netbooks, and one iPad. Learners are knowledgeable in turning on a

computer, accessing programs that are stored on the computers, and accessing

web-based programs that are a requirement for classroom work through a school

website. Learners have access to these computers during daily independent work

time (Daily 5) and experience success at working independently on the computers.

Instructor characteristics: Instructor is skilled in accessing the internet, server, and

Google Drive. In addition, Instructor is comfortable working with computers,


knowledgeable in creating materials using all applications in Google Drive, and

knowledgeable in sharing materials with colleagues and students in Google Drive.

Part 2e. Transfer context

Beginning in fourth grade, learners use Google Drive to complete individual and

group projects. Skills learned in this project will be transferable to future

assignments and projects that will use Google Drive as the vehicle to complete the

tasks. Learners will be involved in 21st century skills, such as creativity,

communication, and technological awareness that will benefit them as they continue

their educational journey and transition into the workforce. The presentation skills

practiced in this project are skills that are necessary for the learner in their future as

a student. Teachers will be asking students to create presentations to share with

their classes. Strong presentation skills are also important when seeking a job. An

applicant must present themselves in a positive light to their desired employer.

Employers seek people that have strong communication and presentation skills to

deliver the message of their company.


Part 2f. Learning task analysis

Collaborative Google Presentation

Introduction to Google Drive

Find Google Drive on school website

Access Google Drive

Access Shared with Me folder

View presentation file in Shared with

Me folder

Enter text onto personal slide

Complete steps to log in to Google

Drive/Shared with Me folder

Access presentation

Find personal slide

Enter text in title section

Enter text in main section

Enter photo onto personal slide

Complete steps to log in to Google

Drive/Shared with Me folder

View new folder containing images

View personal slide

Import picture onto personal slide

Resize and position image


Part 3. Planning

Part 3a. Rationale Creating a class book will be done in a new, collaborative, digital way. With the use

of technology, specifically Google Presentation accessed through school computers,

each student will create an individual slide. The completed presentation will be

shared with families by posting the link to the digital story on the classroom website.

Also, each slide will be printed out and included in a class book.

Students will apply their current technology and writing skills in this project. While

this project will focus on the technical aspect of creating a slide in Google

presentation, it covers a variety of standards. Students will be meeting the

Creativity and Innovation standard presented by the International Society for

Technology in Education (ISTE). One indicator addressed in this standard asks that

students create original works as a means of personal or group expression. By

adding original student writing to a Google presentation slide, students will

successfully complete this indicator for the ISTE standard. This project also meets

Colorado State Standards for second grade in reading, writing, and communicating,

specifically in the area of writing and composition. Students will organize their

ideas, write a personal narrative, use conventions in their writing, and share their

completed work with an audience.

While the generative strategy is used in this project, the major strategy used is

supplantive. Students will be guided by the instructor and follow what the instructor


has modeled. Most steps will be guided for the students, and the instructor will be

present to answer any questions as students work through this process. This method

of instruction aligns with the Instructivist approach. Students will use a template for

the creation of their slide, but they will have an opportunity to use some creativity

when deciding their font style and size. Students will also be able to analyze their

success to see if they have correctly completed each step.

Part 3b. Learning Objectives

1 Students will be able to open a web browser to access the internet.

1.1 Using a computer mouse the student will identify the web

browser (Firefox) icon on the task bar.

1.2 Using a computer mouse the student will double click the

browser icon to open Firefox.

2. Students will be able to locate Google Drive on the school website.

2.1 Students will be able to use the mouse to point to the correct link

and click once to open Google Drive.

3. Using their district username (also known as ‘lunch number’) and password,

students will be able to use the keyboard to log in to Google Drive.

4. Students will be able to access the class Google Presentation in the Shared

with Me section in their Google Drive.

4.1 Students will use a computer mouse to click once on Creature

Comforts in the Shared with Me section.

4.2 Students will locate the slide that corresponds with their


classroom number and use computer mouse to click once on it.

5. Students will be able to complete a slide in Google Presentation using a

template. See Appendix A.

5.1 Using writing previously done in the classroom, students will type

the title of their comfort object, their name, and age.

5.1.1 Students will be able to type in name of their comfort

object after deleting the title.

5.1.1.1 Students can change font style and shape by

highlighting completed text and using the

font and size drop down menus.

5.2 Students will be able to type in their paragraph.

5.2.1 Using the keyboard, students will type in their edited

paragraph.

5.2.1.1 Students can change font style and shape by

highlighting completed text and using the

font and size drop down menus.

5.3 Students will be able to insert a picture onto their slide.

5.3.1 Students will locate and resize picture in Shared with Me

section.

5.3.1.1 Students will locate their picture in the

Shared with me section and click once with

their computer mouse.


5.3.1.2 Students will use computer mouse to select

the resize tool to resize their photo.

6 Students will be able to present their slide to an audience effectively.

6.1 Students will orally present their slide to the class. Instructor will

evaluate. See Appendix C

Part 3c. Objectives Matrix Table

Objective Number

Bloom’s Taxonomy classification

Scaffolding strategy to be employed to teach objective

Type of assessment

1.0 Application Supplantive Performance task









5.0 Synthesis Generative Performance task


5.1.1 Application Supplantive Performance task

5.1.1.1 Application Generative Self assessment



5.2.1.1 Application Generative Self assessment




5.3.1.1 Application Supplantive Performance task

5.3.1.2 Application Supplantive Performance task

6.0 Synthesis Generative Performance task

6.1 Synthesis Generative Informal peer

assessment/

Formal rubric

Self-assessment evaluations are opportunities for students to reflect on how their product looks to them and change their work as they see fit.


Part 3d. ARCS Table Project goal statement: After creating a personal narrative using the writing process

in the classroom, second grade students will use four thirty-minute class periods to

create a slide that is part of a class Google Presentation and share the slide with their

peers. This presentation will be shared with families of students. Each slide will be

printed out and become a page in a published class book.

ATTENTION

A1. Perceptual Arousal § Read a Creature Comforts class book created by a previous second grade

class § Ask students what similarities they notice on each page § Inform students that this project will be available online for family members

and friends to see. Also, this presentation will be printed out to create a class book.

A2. Inquiry Arousal § Question students about the use of Google Drive

A3. Variability § Share different layout possibilities to see different ways students can complete

this project – See Appendix B

RELEVANCE

R1. Goal orientation § Share goals of the project with students § Share rubric with students to define expectations § Explain importance of using technology

R2. Motive matching § Discuss the value of completing this project in Google Drive § Discuss ability to share their writing with a larger audience

R3. Familiarity § Guide students through the use of Google Drive § Post/share the flow chart with students to be used as a visual when going

through the project


§ Give examples of when students would use Google Presentation in the future

CONFIDENCE

C1. Learning requirements § Provide rubric to all students to show expectations for the project - See

Appendix C § Share self-assessment with students to have them be thinking about how they

will rate their performance at the end of the project - See Appendix D C2. Success opportunities

§ Provide in-the-moment, on-going feedback as tasks are completed § Offer students options to change font style or color

C3. Personal control § Students create a personalized slide with Google Presentation § After direct instruction, online work will allow students to complete the task at

their own pace

SATISFACTION S1. Natural consequences

§ Learners will apply new skills to the completed slide S2. Positive consequences

§ Encourage positive behaviors § Share positive examples on SMART Board

S3. Equity § Provide differentiated learning opportunities for learners that are in clear

need of intervention § Feedback, evaluation, and assessment will occur continuously throughout the

project § Expectation of success for all learners

(Keller, 1987, p. 2) Keller, J. M. (1987). “The systematic process of motivational design.” Performance & Instruction, 26 (9/10), 1-8.


Part 4. Instructor Guide

Prior to starting this project, Instructor must create a Google Presentation and 26

individual slides using a template similar to the one found in Appendix A.

Introduction

1. The instructor will gain learners’ interest by reading a Creature Comforts book

from a previous second grade class.

2. To establish purpose of this project, the instructor will:

A. Inform students of the ISTE standard of creativity and innovation.

B. Inform students that they will present their written information to a larger

audience through the use of technology.

3. To increase student interest, instructor will inform students that the final project

will be shared with all second-grade families. The project will also be printed out

and made into a class book that will be available in the classroom throughout the

school year.

4. To preview the learning activity, the instructor will share the steps of the project

with the students.

A. Access Google Drive

B. Type the paragraph about their creature comfort onto a slide in Google

presentation

C. Locate and insert their picture onto their personal slide.


Body Session 1 1. Students will log onto the computer using their individual username and

password and open Mozilla Firefox. Instructor will log on to the computer as well

and have the school website shown on the SMART Board. (School website is the

default home page when logging on to a school computer.)

2. Direct learner’s attention to the SMART Board and show where Google Drive is

located on the drop down menu. Instruct students to click on Google Drive on their

own computer.

3. Instruct students to type in their individual username and password just as they

did when logging into the computer to begin this process.

4. Direct attention to the SMART Board and show where Shared with Me is located in

Google Drive. Click on Shared with Me to view Creature Comforts presentation.

Instruct students to click on Shared with Me on their own computer and then select

the Creature Comforts file.

5. Instruct students to log off their computers.

Session 2

1. Guide students through logging in to Google Drive and accessing the Creature

Comforts file. You will have the website on the SMART Board and talk through the

process as students work through it.


2. When all students are logged in, direct student attention to the SMART Board.

Explain to the students that each student will have his/her own slide to work on.

Inform students that they will select the slide number that corresponds with their

classroom number. Complete an example for them: If Hannah’s classroom number

is 8, she will select slide number 8. Show them how this will look. After previewing

the activity, have students select own slide. Walk around to make sure that each

student has chosen the correct slide before proceeding to the next step.

3. Call attention to the SMART Board. Show students how to click in the Comfort

Object’s Name box and add the name of their comfort object. Also, show how to add

their name and age, separated by a comma. Show students how to change font style

and color. Inform students that they are not to change font size. When you have

explicitly demonstrated these steps, students can complete theirs independently.

4. Inform students that they will type the words from their edited copy of the

Creature Comforts paragraph in to the text box on the slide. Demonstrate how to do

this on the SMART Board. Make sure you point out that the words inside of the text

box will need to be deleted before they begin typing. Show them how this is done.

Ask if students have clarity on the task. When you feel that most students are clear

on the expectation, they may begin working independently. Walk around and

provide assistance as necessary.


Session 3


1. Guide students through logging in to Google Drive and accessing the Creature

Comforts file. You will have the website on the SMART Board and talk through the

process as students work through it.

2. Draw attention to the SMART Board. Click inside the photo box. On the menu

bar, select Insert. Choose Image from the drop down menu. Inform students that

individual pictures will be in the Shared with Me section. Scroll to find your picture,

click on it, and then click the Select tab under the pictures. Explicitly demonstrate

how to resize and reposition the picture using their computer mouse. Delete the

picture you inserted and repeat the process.

3. Ask students to complete these tasks with you as you repeat the directions orally.

Once their picture is inserted on to their slide, discuss resizing and repositioning.

Inform students that they must use their computer mouse to click on a corner to

resize the picture. They must be reminded that the finger stays pushed down as the

computer mouse moves. Inform students they are to complete this task

independently but you are available to assist if necessary. Monitor student work by

walking around the computer lab. Offer assistance as needed.



Conclusion

Session 4

1. If some students need time to complete their slide, they may log on to a computer

and complete their work. The remaining students will not log on to their computers.

You will open up the Creature Comforts presentation to be viewed on the SMART

Board. Each student will present their slide to the group by reading it out loud.

2. Provide positive feedback about each slide. Encourage feedback from the

audience.

3. Assess each slide as students present them.

4. Review the goals that you shared with students at the beginning of the project.

By successfully completing the slide, the goals that were shared at the beginning of

the project have been met.

5. Have students complete self-assessment.

Part 5. Learner Content

Part 5a. Learning Materials The following materials will be used for instructional purposes:

Learning Material Purpose

Instructor Guide This is the lesson plan that the instructor will use

to teach the project to students.

Template for Student Work This example shows the instructor how to set up a

slide in Google Presentation.

Previous Year’s Example This example will show students another way to

complete the assignment.


5b. Assessment materials

The following materials will be used for assessment purposes:

Assessment Material Purpose

Google Presentation

Slide Assessment

This rubric will allow students to see how they will

be assessed at the end of this project. The

instructor will use this to assess each student.

Student self evaluation This document will be used by students at the end

of the project to self assess their slide.

5c. Technology Tools

The following technology tools will be used to support the learning project:

Technology Tool Purpose

Computers in computer lab All computers in the lab are connected to the

internet.

SMART Board/Projector Instructor will be able to guide students through

the project as they work through each step. Also,

instructor could project student examples onto the

SMART Board as students are working through

their slide.

Insight Classroom

Management Software

Instructor will be able to monitor all student

progress from one computer. Instructor can use

this program to share a student’s work that is

exemplary with the rest of the class.

Google Drive Students will use this internet-based program to

access the class presentation and create their

slide.


Part 6. Evaluation

6a. Evaluation Plan

To evaluate the effectiveness of this instructional design project, Kirkpatrick’s Four-

Level Evaluation Model will be used. Learners would receive a survey that is similar

to the self-evaluation (smiling face, straight face, frowning face) in Appendix D with

questions such as:

Level I – Learner Results

• Did you complete the project?

• Did you feel that there was enough time to complete the slide?

• Do you like the slide you created?

Level II – Learning

• Are you able to log in to Google Drive without help?

• Are you able to add a picture to a slide in Google Presentation?

Instead of having these questions in survey form, these questions could be

answered by having students complete the task while the instructor observes

performance.

Level III – Behavior

• Have you logged in to Google Drive on your own?

• Have you created your own projects in Google Drive?

Level IV – Results


To determine the effectiveness of the project, a testing situation could be created

where students must complete all of the steps of this project independently. The

desired outcomes could be listed on a board, and students would work until

completion. If the learners were older, this idea would be one to consider. With the

young age of these targeted learners, observation throughout the year to see the

effectiveness of the instructional design project seems more appropriate. Success

will be determined by the transference of skills to other projects of this nature.

6b. Subject Matter Expert Review

Ann Durkin, technology specialist and gifted and talented coordinator at Johnson

Elementary School, was the Subject Matter Expert (SME) who agreed to review this

Instructional Design Project. Ann teaches one-hour technology classes to students in

third through fifth grades each week. She is very familiar with Google Drive and

uses it in her weekly instruction with her students. Ann is willing to collaborate with

any teacher to integrate technology into their instruction. The eight-question

evaluation survey was created in Google Drive and shared with Ann on November

25, 2013. Ann completed the survey on November 26, and she and I met that day to

discuss her responses.

6c. Evaluation Survey

As stated above, the survey was created using Google Drive. The following

questions were given to her with room for comments. We reviewed her answers

together. I received verbal feedback, as well as the written feedback from this

survey.


Questions for the SME:

• Is the instructor guide easy to follow?

• Will the guide help the instructor lead the learners in the completion of this

project?

• Are the activities presented in a logical, sequential order?

• Are the learning materials appropriate for the learners?

• Will the learning materials support learner success in this project?

• Are the vocabulary/terms shared appropriate for the learners?

• Are the assessment materials appropriate for determining learner success?

• Do you have any suggestions to improve this project?

6d. Report of Expert Review

Instructor Guide

The SME felt that the Instructor Guide was clear and easy to follow. Breaking skills

down for the instructor into small steps was noted as being helpful. Activities were

presented in a logical order. SME noted that I should include the direction for

instructor to create the slides for each child in Google Presentation prior to the

project start.

Learning Materials

Learning materials were thought to be perfectly appropriate for second-grade

learners. Providing examples for students to reference as they completed this

project was thought to be very helpful. Also, providing a pre-made template was

seen as something that would create success in this project.


General

The SME made a suggestion that the typing for the paragraph should be done prior

to the project. She stated that students should create this paragraph in something

other than the template in the presentation. Based on her prior experience with

older students, SME stated that students seem to get into each other’s work

accidentally. To alleviate this concern, SME suggested that this paragraph be

created in Microsoft Word. If work was accidentally deleted, students could go back

and retrieve the work in the other document using copy and paste.

It was noted that the ISTE standard of collaboration is being met at the second grade

level, and she stated that learners would be meeting the tech operations and

concepts standard. SME felt that was impressive for second graders.

6e. Comments

The suggestions given by the SME can be easily incorporated into future iterations of

this project. While the inclusion of directing the instructor to create individual slides

in the presentation prior to the start is a good suggestion, I especially appreciate the

suggestion to type the paragraph for the slide in a document outside of the slide.

This idea makes complete sense to me, and it is not something I had thought of prior

to speaking with the SME. When designing this project, I was struggling with having

to spend time in these sessions typing a paragraph that was going to be created

prior to the project. The bulk of the time was going to be spent typing because my

students are not proficient with their typing skills at seven and eight years old. Our

second-grade students currently use Microsoft Word in their technology time. I


could have them create this document in Google Drive since we are introducing

Google Drive to them in this project. If that change was made, the project would

have to change from the narrow focus of creating one slide in a Google Presentation

into a more broad focus of accessing Google Drive and working within its

applications.

Part 7. Reflection

Taking care to design instruction is like nurturing a tree from seed to maturity. Each

tree starts off as a seed. This seed should be planted in good, hearty soil. Taking

care of this seed by watering and fertilizing is a must for it to grow sturdy. Once the

tree is sturdy, we must continually nourish the tree and maintain it by pruning. If we

take the care a tree needs to become mature, it will be strong and last for many

years.

The instructional designers are the good, hearty soil in which that seed is planted.

They have seen the picture of what the tree is supposed to look like when it is

mature, and, even though that tree is a small seed right now, they take the steps

needed to get that tree to maturity. Throughout the life of the project, instructional

designers analyze learners, content, and how to deliver instruction. They determine

the best approach, as a gardener would try and determine the best fertilizer. Some

fertilizers work for some trees, while others don't. The same holds true for

determining which approach to use in instruction. Once the project has been

completed, we must look at the outcome and make changes if necessary. Just like a


tree pruner, we will revise the project and perhaps take out some ideas with the

hope that this action will make the project stronger.

This course challenged me by having to think about the theory of good design

strategies, create charts that link objectives with strategies, and apply that

information into the ID projects that were submitted. I usually do not take the time to

break down each portion of the instruction I do in my classroom, so I was challenged

by breaking down the project into minute steps and taking a deep look at what

needed to be accomplished in each step of the ID project. In leaving this course, I

have gained the knowledge of how to effectively design instruction. The analysis of

learners and content, identification of learning outcomes and aligning instruction

with them, and assessment of learning are all critical components of good design. A

designer must remember to begin with the end in mind and, once that end has

come, revision must take place to improve learner performance.

As I worked through this course, I saw parallels to what we are currently doing in our

school this year. Each grade level is looking at state standards and using those

standards as guides to create units for our students. This process is called

Understanding by Design (UbD). We see where we want our students to be and

design instruction to achieve those goals. We are aligning our learning outcomes

and our assessments, and when a unit is complete, we take the time to revise it.

Larson and Lockee (2014) believe that outcomes, assessments, and strategies in your

design should reflect each other, or be aligned, so that they support the learner in


mastering the required knowledge and skills.1 When reflecting on this quote, as

well as the experiences I had and knowledge gained this semester, I am confident

that I am on the right path to effective instructional design.

1 Larson, M. B., & Lockee, B.B. (2014). Streamlined ID: A practical guide to instructional design. (Chapter 6, p. 115). New York: Routledge.


Appendix A

Template for student work Create a template similar to this in Google Presentation. Duplicate the slide so that you have one for each student in the class.


Appendix B Example of previous Creature Comfort pages


Appendix C Google Presentation Slide Assessment This will be given to students as a reference when working on the slide. Teacher will use this assessment when the slide is complete.

Name _________________________________________

Google Presentation Slide Assessment

4 3 2 1 Title Name of object

and name and age

of student

included.

Name of object or

name and age of

student included.

Did not include

both.

Included name of

object.

No title.

Text Easy to read.

Font and font size

vary

appropriately.

Fonts are

generally easy

to read.

Font size may

vary somewhat.

Overall

readability is

difficult.

Too many

different fonts

and/or font sizes.

Text is very

difficult to

read.

Inappropriate

Fonts or font sizes.

Image Image is correct

size and in box.

Perfectly

centered.

Image fits in the

box.

May be off center.

Image is too small

of too large.

No image.


Appendix D

Student self evaluation

Name ____________________________________________

Student Self-evaluation I knew how to add a title.

I remembered to add my creature comfort’s name, my name, and my age.

I knew how to add text.

The font I used was easy to read.

I knew how to add a picture.

My picture was the correct size and put in the picture box.