FRIT 7231 Key Assessment Final Project GrayC

FRIT 7231, Fall 2014, Dr.
Law
Christian Gray
Key Assessment Instructional Design Project
Part 1: Identification of the Learning Problem

General Audience:
The primary learner audience consists of certified teachers are responsible for the gathering of
data as it relates to classroom management as well instructing and organizing students in the
online classroom environment. The primary audience has a varied technology experience level.
The primary audience span certification in all subject areas within grades 4-12 (student ages 919). The primary audience are teachers in the online environment and has a large toolbox of
online resources for communication and instruction. All members of the primary audience have
an advanced degree and have more than 5 years of teaching experience. All members of the
primary audience have a minimum of 3 years of online teaching experience. The secondary
audience includes students whose are primarily instructed in the face to face instructional
environment as well students who are primarily instructed in the online learning environment.
Both types of learners will utilize tools within the Google platform for communication as well as
organization and storage of assignments and learning aids.
Problem Identification:
Teachers and students at GOC (Gwinnett Online Campus) utilize a variety of free online
innovations for both instructional practices (content delivery and assignment submission) as well
as communication and management of data and assignments on a daily basis.
While Gwinnett Countys Quality-Plus Teaching Strategies encourages the use of technology to
effectively plan, teach and access information, both type of learner (teacher and student)
struggle with the collection of vast amounts of information, the storage of information, the
creation of documents to support collaboration within assignments and projects as well as access
to collections of information from multiple devices. By using free Google tools, all learners are
able to access information such as documents, spreadsheets, and presentations from multiple
computers and different locations as Google is a web based storage site. There are a plethora of
tools within Google that can help with organization and the delivery of assignments to the
teacher. In the Gwinnett County Quality-Plus Teaching Strategies, collaboration is another key
teaching strategy. When teachers or students need to collaborate on projects or assignments, the
Google platform provides the ability for learners to make modifications on the same form in
live time from any device without sharing via email.
Communication between students and teachers in an asynchronous fashion is the key to success
in an online environment and is a third strategy in the Gwinnett County Quality-Plus Teaching
Strategies. The ability to refer to instructional communication more than once is important when
explanation of material is given to the student from the teacher. Documenting communication
between student and teacher as well as parent and teacher is important when referring to student
successes or difficulties. This documentation gives the teacher a written log of where the student
is struggling as well as when the student is able to move to the next level. Using several Google
tools can provide a communication log for all parties to view.
During department meetings, an informal survey of the primary audience shows there are varied
methods used for collecting and storing student orientation information data as created by the
teacher to suit individual needs and styles. Most members of this audience use the Microsoft
Excel spreadsheet, however, this requires teacher input into the spreadsheet. As a time and labor
savings, with the use of the Google form tool, teachers can collect required information by
utilizing parent/ student input. Additionally, teachers can tailor the form to the information they
find most useful to the management of their online classroom. As a third benefit, teachers can
make completion of the form a requirement using platform content release conditions. This
forces the completion of the form prior to content delivery.
Instructional Goals:
The primary audience will be able to identify a minimum of one Google tool to enhance
instruction.
The primary and secondary audiences will be able to identify a minimum of one Google
tool to enhance communication.

The primary and secondary audiences will be able to store materials within an organized
format.
The secondary audience will be able to use at least one Google tool for creating an
assignment used as a student submission from the more tools section.

The primary and secondary audience will be able to edit a document in live time.
The primary and secondary audience will be able to collect and present information from
a selected group using the online forms format.
Part 2: Learner Analysis
1. Introduction
The targeted audiences of learners are primarily teachers of grades 4-12 in multiple
subjects who are on the full time of Gwinnett Online Campus (GOC) in Lawrenceville, GA. The
secondary audience of students are in grades 4-12 and live in areas from all parts of Gwinnett
County. Students in the secondary audience choose to attend GOC rather than their district brick
and mortar school location. In the primary audience, all teachers have an advanced degree. 8 of
the 32 certificated full time staff members of the school hold a doctorate degree. All members of
the primary audience have at minimum 3 years of teaching in the online environment.
Of the primary audience, most members teach students in multiple grade levels across
typical brick and mortar school divides. Most members of the primary audience hold
certifications in both elementary and middle school or middle and high school. For 25% of the
certificated staff, members are certified in all three certification divisions, elementary, middle
and high school. GOC serves full-time students in a complete online content delivery model as
well as serving students from around the county in a part-time fashion as a supplement to the
students face-to-face course options.
To obtain the information for the primary audience Learner Analysis, a school data base
search was conducted to determine certification and degree status. The published teaching load
was analyzed and course levels were documented. Discussions were held during department
meetings regarding uses of variety of Google tools. Teacher feedback regarding student progress
was evaluated to determine the needs of the student that can be met using Google tools.
2. Entry Skills and Prior Knowledge:
Ability to log onto a computer.

Ability to understand basic computer functionality and navigate within the computer
system.
Ability to access Google Drive from their gwinnettonlinecampus.com email account.
(All members of the primary and secondary audiences at GOC have a unique
gwinnettonlinecampus.com account is a Google gmail account.)

Knowledge of the online learning management platform (D2L) amongst the primary and
secondary audiences.
Knowledge of Gwinnett County Public Schools Quality-Plus Teaching Strategies
amongst the primary audience.
3. Attitudes toward Content and Academic Motivation

All participants are accustomed to the integration of technology into their curriculum as
well as the use of technology tools and sites to complete assignments. Both primary and
secondary audiences are members of this school by choice. 88% of all primary audience
members have requested and received a transfer to GOC within the last 5 years. All secondary
audience members apply to attend GOC rather than their local district school.
All members of the primary audience are considered highly qualified teachers in their
content field. All primary audience members are highly proficient in their computer skills. The
entire staff attends a staff development day on the 2nd Wednesday of each month. This monthly
day of training is used to integrate new technology tools as well as enhance best practices in the
online learning environment.
Members of the secondary audience are required to complete an orientation unit detailing
the basic learning management platform tools. Completion of this orientation unit unlocks
course content. Additionally, all students have opportunities to attend face-to-face technology
help sessions prior to the beginning of the school year. Each week, students in grades 4-8 are
encouraged to attend a learning lab for each content area on campus for a face-to face
instructional time. High school students are encouraged to attend learning labs on Monday for
help with technology or content.
4. Educational Ability Levels

All primary audience members all have an advanced degree of masters level or higher.
24% of all certificated staff members hold a doctorate degree. All members of the primary
audience have completed an introduction to online teaching course, a preliminary course in
online development and has completed a mentorship process to be eligible to teach at GOC.
All secondary audience members are placed within their grade level and have completed
an online orientation process. Secondary audience members reflect the makeup of a typical brick
and mortar location in regards to regular education, special education and ELL populations.
5. General Learning Preferences

Primary audience members prefer an online training module. Training modules allow
learners to assimilate information in their available time frame. Additionally, access to the
training module is available for future review if needed.
The secondary audience members prefer an online training module with online with
teacher support as needed. Support is determined through collaboration between the teacher and
student and can include email, phone, collaborate, adobe connect and phone communication.
6. Attitude Toward Teachers and School
The primary audience that will receive this instruction are highly motivated and highly
technical. Most have used components of Google tools in the past. The primary audience is
excited to learn new uses for new tools through collaboration with peers. Additionally, the
online module can be used for future adjunct training opportunities as it will be placed in the
teacher resource center. The primary audience is most interested in a stable and uniform data
collection and storage system for use in their online classrooms.
The secondary audience that will receive this instruction will benefit most from the
organizational structure of Google Drive. While students at GOC are highly technical compared
to their peers in the brick and mortar, they, too, struggle with organization of their class
materials. By using Google Drive, students will be allowed to access materials from all devices
and locations.
7. Group Characteristics (including social and relevant cultural information)

The primary audience is a highly educated, highly qualified group of teachers. These
teachers uniquely provide instruction to grades 4-12 in the same school. Each teacher is a
member of two distinct groups, the department content group as well as the grade level groups.
The teachers in the primary audience share a good number of the same students and are gifted at
identifying needs to help students achieve success in the online environment. Teachers are
grouped in 3 offices containing 12 cubicles within each office suite. Teachers are located within
the office suites based on their content area rather than grade level. Each office suite also
contains an 8 person conference table for meetings. Teachers rotate out to learning labs
(interactive classrooms) during assigned times. While introduction to the online module will
take place during a Wednesday staff development day, the online module will be delivered
asynchronously. To assist teachers, I will be able to gather at the conference table within the
staff office suites or hold an online synchronous chat session during the department meeting
based on the preference of the primary learner.
The secondary audience is a highly technical and for the most part highly motivated. Any
exception seems to be in the secondary level. Often times, at the secondary level, the student is
attempting to earn credits towards graduation when the traditional situation has not been
effective. Elementary and Middle grades students are highly engaged with the GOC campus and
the activities offered. While I have often discussed online organization strategies within the
Google Drive during parent conferences, this resource will now be housed on the parent
homepage for use when helping with student organization. The online module may be
referenced during the parent conferences in the future.
Part III: Task Analysis

I conducted a procedural analysis for this portion of my Key Assessment. As this is a
hands on project, it is important that the learner is able to follow instructions in the stated order
to complete the task and achieve the desired final results. I started identifying the end result of
each process. Since there are a suite of tools within the Drive feature of Google I wish to focus
on as part of my Key Assessment lesson module, there is a different desired end result to each
task.
As I wrote the process, I worked through the steps and took screenshots of each step.
Each step includes a screenshot graphic to ensure the learner has a visual as an example to the
text. By working through the process to take the screenshots, I was able to create a process that
did not skip steps and leads the learner to the desired end result.
Task 1: Procedural analysis for using the Google site to create a word document.
1. Verify that you have a Google email account. If you do not, you will set one up. You can
find directions on how to set up your Google email account HERE.
2. Open a new browser using Google Chrome by visiting www.google.com.
2.1.
3. Log into your personal email address.
3.1.
4. Once you have entered your email address, click the icon that has 9 blocks. This icon is
found in the upper right corner of the page as you enter your email system.
4.1.
5. Click the triangle icon called Drive.
5.1.
6. If you have not downloaded drive, you may have to click download, then click run for the
exe file. If you have Google Drive downloaded, you should be able to enter drive when you
click the triangle icon.
7. In the left sidebar of your Drive account, you will click the red CREATE button.
7.1.1.
7.2. When you press the create button, choose DOCUMENT from the list of items.
7.3. Title your document. You title your document by hovering over the grayed out untitled
document and type in the name of the document.
7.3.1.
7.4. You may choose options regarding the appearance of your document similar to the
functionality of a Microsoft Word document.
7.4.1. Choose File to: Share, rename, open a new document, share to the web, print, and
choose an output language.
7.4.2. Choose Edit to: undo, redo, cut, copy, paste, select all, or find and replace.
7.4.3. Choose View to: see the print layout, the mode for viewing, showing of the ruler,
equation bar or spelling options, compact controls and full screen.
7.4.4. Choose Insert to: add an image, link, equation, drawing, table, footnote, special
characters, horizontal line, page count or page footnote, page break, header, footer,
bookmark, or a table to contents.
7.4.5. Choose Format to: add bold, italics, underline, strikethrough, super and sub script,
paragraph styles, alignment, line spacing, create a list or to clear content.
7.4.6. Choose Tools for: spelling, research, definitions, word count, translation, script
editor, preferences and personal dictionary.
7.4.7. Choose Table to create or modify a table
7.4.8. Choose Add-Ons to receive other options for how to modify your document with
Google Special Features
7.4.9. Choose Help for help with documents, issues with Google Documents and help
with keyboard shortcuts. You can search on the subject of needed help and the
document will appear.
7.4.10. Finally, the tools or features you use most often will be found on the toolbar
above the document.
7.4.10.1.
8. So, what are some uses for the Google document? Students can use Google document to
complete assignments. This allows for convenient organization of the coursework. For
students in our environment, organization can begin with individual course folders. Within
each folder are unit folders. Within unit folders, there can be multiple lesson folders. Within
each lesson folder, students may save their work. Additionally, students may work
collaboratively for group assignments. Teachers can use Google documents to create
supporting materials and assignments for each lesson. These documents can be easily loaded
in the learning management platform. By using this tool, teachers may access this
presentation from any device rather than being tied to an external storage device, network
document storage or specific machine.
Task 2: Procedural analysis for using the Google site to create a spreadsheet.
2.1.
3.1.
4.1.
5.1.
7.1.1.
7.2. When you press the create button, click SPREADSHEET from the list of items.
7.3. Title your spreadsheet. You title your spreadsheet by hovering over the grayed out
untitled document and type in the name of the spreadsheet.
7.3.1.
functionality of a Microsoft Excel spreadsheet.
7.4.1. Choose File to: Share, new, open a new spreadsheet, make copy, import, settings,
download, publish to the web and print.
7.4.2. Choose Edit to: undo, redo, cut, copy, paste, select all, or find and replace, delete
rows, delete columns, clear notes
7.4.3. Choose View to: Freeze rows or columns, create gridlines, protect ranges, see and
create formulas, identify compact controls and see the spreadsheet using full screen.
7.4.4. Choose Insert to add: rows or columns, a new sheet, comments, notes, functions,
charts, images, links, a form or drawing
7.4.5. Choose Format to: determine the way numbers will be displayed in the
spreadsheet, choose font type and size, bold, underline, strike through, and align text
or text wrap, format conditionally or clear formatting.
7.4.6. Choose Data to: sort columns, name ranges, protect sheets, filter, create pivot
tables and validate.
7.4.7. Choose Tools to: create a form, edit script, spell check, set auto complete and
notification rules, protect a sheet and add words to the personal dictionary.
7.4.8. Choose Add-Ons to receive other options for how to modify your spreadsheet
with Google Special Features
7.4.9. Choose Help for help with function list, issues with Google Documents and help
with keyboard shortcuts. You can search on the subject of needed help and the
document will appear.
above the document.
7.4.10.1.
8. So, what are some uses for the Google spreadsheet? Teachers can use the spreadsheet to
store class data and demographics in one location that can be accessed from any device (see
forms below). When I was still teaching, I was able to use the Google spreadsheet feature to
document phone calls to parents. This allowed me to document from any location at times
that were convenient to me. I didnt have to rely on having my work computer handy to
accurately document communication. Additionally, I was able to follow up with an email
from my gmail account to the parent. This gives further documentation for both the teacher
and parent.
Task 3: Procedural analysis for using the Google site to create a presentation.
2.1.
3.1.
4.1.
5.1.
7.1.1.
7.2. Press the create button, click PRESENTATION from the list of items.
7.3. First, choose a theme. Scroll through the options, choose what suits the purpose then
click OK.
7.3.1.
7.4. Title the presentation. To title the presentation, hover over the grayed out untitled
document and type in the name of the presentation.
7.4.1.
7.5. Text will be typed directly into the slide. Pictures may also be inserted directly on the
slide.
7.5.1.
functionality of a Microsoft Publisher.
7.6.1. Choose File to: Share, new, open a new presentation, make copy, import slides,
move to a folder or the trash, track revisions, settings, download, and publish to the
web, email, and print.
7.6.2. Choose Edit to: undo, redo, cut, copy, paste, select all, or find and replace.
7.6.3. Choose View to: present, show animations, zoom in or zoom out, switch to html
view, show speaker notes, give spelling suggestions and show shortcuts
7.6.4. Choose Insert to add: text boxes, images, word art, video, lines, shapes, tables,
comments and new slides.
7.6.5. Choose Slide to: add, delete or duplicate slides, change themes, backgrounds or
transitions, edit the master or move through the presentation.
7.6.6. Choose Format to: choose font type and size, bold, underline, strike through, and
align text or text wrap, format conditionally or clear formatting. Distribute or
rotation, and group or ungroup.
7.6.7. Choose Arrange to: place slides in order, align vertically, horizontally or centered,
7.6.8. Choose Tools to: spell check, research, define, set preferences and add words to
the personal dictionary.
7.6.9. Choose Table to insert a table and set the parameters such as column and row
number as well as alignment.
7.6.10. Choose Help for help with slides, report an issue, report abuse and learn keyboard
strokes. You can search on the subject of needed help and the document will appear
above the document.
7.6.11.1.
8. So, what are some uses for the Google Presentation? Students can use this presentation in
Google Docs to collaboratively create group presentations. Teachers can use this
presentation to create learning lessons. By using this tool, teachers may access this
presentation from any device rather than being tied to a thumb drive, network document
storage or specific device.
Task 4: Procedural analysis for using the Google site to create a form.
2.1.
3.1.
4.1.
5.1.
7.1.1.
7.2. When you press the create button, click FORM from the list of items.
7.3. Title your form. You can enter a title for your form in two places. One in the upper left
portion of the site and one on the top line of the new form itself.
7.3.1.
7.4. You may choose a theme by clicking the change theme button.
7.4.1.
7.5. You can view the form at any time during the creation by clicking the view live form
button.
7.5.1.
7.6. Choose options under form setting. If you are in closed group, requiring a specific log in
and automatically collecting the name of the respondent would be appropriate choices.
If your form is lengthy, you can choose to show a progress bar. If you do not want
multiple forms from each person in the group, you can select to allow for only one
response in this area.
7.6.1.
7.7. Usually you will place a descriptor in the box under form. This gives further instructions
to the participant filling in the form.
7.7.1.
7.8. Determine what information you would like to gather for your form. For this example,
we will collect basic demographic information. You may also choose the question that
best fits your needs. Lets go through several pieces of information you might want to
gather what question you may use to collect information.
7.8.1. Text Questions
7.8.1.1.
Used to gather short bits of information, such as last name.
7.8.1.2.
7.8.1.3.
Determine if the question will be mandatory. If so, click the required
question button.
7.8.1.4.
7.8.1.5.
Click the done button and move to the next question by clicking Add Item.
You will see the question you just entered above the add item button.
7.8.1.6.
7.8.2. Start the question by choosing the type in the dropdown menu.
7.8.3. Next lets look at the select an answer type question.
7.8.3.1.
Choose CHECK BOXES or CHOOSE FROM A LIST to select an answer.
Check boxes will allow for multiple items to be checked while choose from a
list will only allow one box to be checked.
7.8.3.2.
7.8.3.3.
Notice, you can set the choose from a list question to go to a specific
question based on your answer choice.

7.8.4. You can preview your work by clicking View live form. Preview to see what the
end user will see as they fill in the form. If you do not like an aspect of your form,
you can go back to edit by clicking the edit questions button.
7.8.5.
7.9. When you are ready to send this form to others to use, you can hit the send form button
located in the upper right corner.
7.9.1.
7.9.2. You will receive a pop up window with a web address to email directly, you may
choose to embed your link within a lesson, you can enter email addresses or you can
share via social media. Once you have chosen your method for distribution of your
form, you can hit done in the left corner.
7.9.3.
8. So, what are some uses for the Google form? You can use this method in your class to
collect class data from the parents. I use this form for reserving testing slots in my building.
You can send a survey asking which activity students prefer for evaluation. You can send
course evaluations from this method. Since this from resides in your google account, the
responses will automatically populate within a spreadsheet in the google drive account for
you to review and manipulate as needed.
Quick View flow chart: Documents and Forms within Google Drive
Determine the purpose

for your use of Google
Tools
Open a browser window

within your computer,
prefereably Google
Chrome.
Download Google Chrome by
visiting www.google.com
Click the triangle icon

called DRIVE. Download
if needed.
Google Document
Log into your computer
Verfity you have a

Google email account.
You can find directions
for setting up a free
google account by
visiting www.google.com
Log into your personal

email address
Click the icon that has 9

blocks in the upper right
cornder of your home
page of the email
system.
Click the red CREATE

button in the left
sidebar.
From the Create button,

you may choose the
publication format that
works for your purpose.
See below based on the
choice
determine the sort method for each column

determine the numeric format of the cells
determine formulas for cells as needed to
calculate data
determine the data type collected in each
column
determine the header for the column
Google Presentation
Format,
sort,
formulas
Columns
title the spreadsheet

determine the data that will be collected within
the spreadsheet
Choose
Spreadshe
et
Google Spreadsheet
Insert
graphics,
tables and
links
choose types of items to insert

graphics
links
tables
Choose
Format
determine font size, color, type

determine page layout
determine alignment
Choose
Document
title your document

determine the layout of your document
chose your slide transition time

choose transition type
Google Form
Choose
Timing
choose linked items such as graphics, websites, tables,

charts, pictures, text
Choose
Items to
Insert
Choose
Format
choose your theme

choose your text font, type, color, size
Choose
Presentation
title the presentation

determine the infoamtion that will be included in the
presentation
title the form

choose the theme of the form
Choose
Form
determine the data points to be collected

determine what questions will be used to collect the
required data
determine what questions type will be used to collect the
required data
determine which questions will be required vs. optional
view the form, edit as needed
share the form with the appropriate stakeholders
view the resultant spreadsheet. Determine that all data
points are well represented.
Choose
Information
Choose
Question
Types
Spreadsheet
Creation
Subject Matter Expert (SME)

I will serve as the SME for this instructional project. I hold a bachelors degree in Secondary
Science Education from UGA, but more importantly I am an end user of the Google suite of
tools on a daily basis. As the former Science Department chair for my campus and the current
testing coordinator, there are numerous occasions where I gather information and disseminate
information to various groups of people on my campus. My former role as the science
department chair required me to maintain a database of popular labs (through shared files within
Google Drive), maintain evaluations (through Forms within Google drive). With the resultant
spreadsheet, I can share the results with the individuals evaluated directly. I can also house
beginning of term course set up directions (via spreadsheets) and student information (filled in
by parents for individual students via Google Forms). Attendance has also been taken using
Forms. In my new role as testing coordinator, I am able to send a Google Form to students who
then register for their testing slots. This allows me to plan efficiently for proctor slots. Most
recently, I was able to have students pre-register for the PSAT using a google form and this
eliminated cost from ordering too many PSAT test booklets. There are a great number of tools
that, if incorporated correctly, will make the job of the teacher much easier.
Part IV: Instructional Objectives

Terminal Objective 1: After completing the lesson, the learner will be able to identify and use
the basic tools within the Google Drive tool bank. (Cognitive)
Enabling Objectives:
1A: Discuss a system for course file organization within Google Drive.
1B: Identify uses of forms for course and class management.
1C: Identify, create and upload different types of presentation documents and describe ideas for
classroom implementation.
Terminal Objective 2
After completing the lesson, the learner will identify, create and implement the Google Form tool
to manage student information. (Cognitive, affective)
2A. Discuss the impact of a web based storage tool for student information driven by student and
parent input of data.
2B. Identify uses of the Google Form tool within the classroom for other types of nonmanagement tasks
a) Project sign up
b) Retest date registration
c) Parental permission slips
2C. Create and implement the use of a Google Form to collect and organize data for classroom
management.
After completing the lesson, the learner will demonstrate how to create a logical system to
organize student work by unit then task in the Google Drive tool. (Cognitive, affective)
3A. Discuss the impact of a web based storage tool for student work
3B. Describe the relationship between classwork organization and student success
3C. Demonstrate how to share student work for a collaborative work environment
3D. Demonstrate how to share student work for evaluation by the instructor.
After completing the lesson, the learner will demonstrate how to create AND upload a variety of
document types within the Google Drive tool. (Cognitive)
4A. Demonstrate how to create a spreadsheet within the Google tool
4B. Demonstrate how to create a presentation within the Google tool
4C. Demonstrate how to upload and modify a document when created with another word
processing tool such as the Microsoft Office tools
Classification of Instructional Objectives

Content
Performance
Recall
Fact
Concept
Principles
Procedure
Interpersonal
Attitude
1C
2A, 3A
1A, 1B
4
Application
2, 2B
1C, 3B
1, 2, 2C, 3, 3D, 4A, 4B, 4C
3C
2
Correlation of Instructional Objectives to the ISTE standards

Instructional Objective ISTE Standard
1
1A, 1B
1C
2
2A
2B, 2C
3
3A, 3B
3C
3D
4
4A, 4B, 4C
1B, 2C, 2D, 3A,

1D, 2A, 3B
3B,3D, 4A, 4B,
1C, 2A, 2B, 2C, 3C, 3D
2B, 3B
3C, 3D
1C, 1D, 3B, 3D
3B, 3C
1D, 3B
3D
1A, 1B, 1C, 1D, 2A, 2C, 3A, 3B
2A, 2C, 2D, 3A, 3B
ISTE standards courtesy of iste.org/standards
Part V: Development of Assessments

Instructional Design Documentation: Design of Instruction and Assessments
For this portion of the KA, there are a series of performance based assessments. Each
assessment has an opportunity to discuss with peers need and uses for each tool. Once the tool is
discussed, there are a series of performance based end products to address each objective.
Instructional
Strategies
Lesson 1:
An
Introducti
on to the
Uses for
Specific
Tools
within
Google
Drive
Goals/
Objectives
This lesson
will introduce
the tools
available
within Google
Drive.
Objective 1:
Identify the
basic tools
within the
Google Drive
tool bank.
1A: Discuss a
system for
course file
organization
within Google
Drive.
1B: Identify
uses of forms
for course and
Performance
Indicator
1. Individually
describe how an
electronic
document storage
system would be
valuable in their
course.
2. Brainstorm with
peers on how
forms may be used
to collect and
manage data in
their course
3. Individually
identify the types
of documents that
might be used
within their course
storage system.
Forms of
Assessment
Scoring Guide
UDL/ Differentiation
Participate in a
discussion thread
addressing each
key point as it
might relate to
their instruction
and management
of their course.
The prompt for
the discussion
might read:
-Describe your
current method for
organizing work
within your
course. Explain
how this current
organization
system could be
converted to an
electronic system
of storing work.
Students should
post for their ideas
for electronic filing
system, then
respond to another
classmates ideas.
Lock the discussion
until the learner
posts their method.
Learners will be given a

choice of how to
participate in generating
and sharing uses for the
Google Drive Tools.
Options include
asynchronous discussion,
independent submission
or online tool
presentation.
1. Students may choose
to place a copy of their
filing system description
in a dropbox.
2. Student may choose to
present their method
using a screen capture
such as screencast-omatic. Highly technical
users may use a pow
class
management.
1C: Identify,
create and
upload
different types
of presentation
documents and
describe ideas
for classroom
implementatio
n.
Lesson 2:
Identify
Uses of
Forms in
Google
Drive
Learners will
determine
multiple uses
for collection
of data via
Google Forms.
Learners will
determine uses
of Google
Forms for
Classroom
management
tasks.
Objective 2:
After
completing the
lesson, the
learner will
identify, create
and implement
the Google
Form tool to
manage student
information.
2A. Discuss
the impact of a
web based
storage tool for
student
information
driven by
student and
parent input of
What types of
documents could
be stored in this
fashion. Respond
for yourself, then
respond to one of
your classmates in
a meaningful
fashion. Once
you have
responded, list
some ways you
collect similar
data within your
class from
multiple sources.
For example,
collecting email
addresses from
each student for
his or her mother
and father.
1. Students will
participate in
brainstorming
ideas within a
discussion board
focusing on uses of
a google form in
their classroom
management of
data.
Participate in a
discussion thread.
Each person must
answer one idea
for themselves,
then agree, add, or
build from
anothers idea
within the
discussion board.
toon or other free web

2.0 presentation tool.
Students should
post for their ideas
for electronic filing
system, then
respond to another
classmates ideas.
Lock the discussion
until the learner
posts their method.
Students can join a

synchronous chat via
Collaborate or Adobe
Connect.
Students can
asynchronously join
using a goggle doc to
load ideas into a
collaborative document.
Students can
asynchronously complete
answers to a form. Data
will be collected and
shared with classmates.
data.
Lesson 3:
Implement
a Google
Form and
Collect
Data from
Learners
Learners will
determine the
basic
functionality of
the google
form.
Learners will
create a google
form that best
suits the need
of the learners
class
environment.
Using the provided

step by step
process for
creating a google
form, create a form
that can used to
collect set data
points.
Objective 2:
After
completing the
lesson, the
learner will
identify, create
and implement
the Google
Form tool to
manage student
information.
2B. Identify
uses of the
Google Form
tool within the
classroom for
other types of
nonmanagement
tasks
a) Project
sign up
b) Retest
date
registratio
n
c) Parental
permissio
n slips
1. Create a Google
Form that will be
used within the
classroom for
collection and
management of
data.
2. Share the form
with a classmates
via the discussion
board.
3. Analyze the
data of the
resultant
spreadsheet.
Learners will
participate in a
discussion board
within the course
LMS to brainstorm
(asynchronously)
ideas for uses of the
Google Form for
data collection.
Students are able

to research articles
of interest
Learners will
participate in a
discussion board as
Using a discussion
thread, post the link
to both the form
and the resultant
spreadsheet. Allow
class participants to
access and fill in
the form so data is
collected. Each
learner must
participate in 3
form completions.
Students will
receive full credit if
all elements of the
form are completed
such as:
1. Appearance
2. Create questions
based on the data
points required
3. Identified
question types used
in each form based
on data points
4. Ability to share
form with others.
5. Ability to share
the resultant
spreadsheet with
others.
1. Learners may choose

to use a Google
Spreadsheet to
collaborate
(asynchronously or
synchronously) ideas for
uses of the Google form.
2. Learners may use
Google Groups to
participate in the
brainstorming activity.
3. Learners may share
their completed form and
share link with the
instructor by pasting
within a word document
and uploading to a
dropbox.
4. Learners may share a
screen capture using
screen-cast-omatic (or
the like) to explain how
to create and share a
google form.
2C. Create and

implement the
use of a
Google Form
to collect data
for classroom
management.
Lesson 4:
How to
create
Learners will
identify the
need for
1. End product file

storage
Learners will present

their organization
method using Google
organizati
on rules
and
implement
an online
document
storage
system
within
Google
Docs.
organization
within the
online
environment to
increase
student
success.
Using the
provided
scenario of
assigned work,
students will
create a system
of organizing
the work
electronically
within the
google drive
system
Objective 3:
After
completing the
lesson, the
learner will
demonstrate
how to create a
logical system
to organize
student work
by unit then
task in the
Google Drive
tool.
3A. Discuss
the impact of a
web based
storage tool for
student work
3B. Describe
the relationship
between
classwork
organization
and student
success
3C.
Demonstrate
how to share
student work
for a
collaborative
work
environment
3D.
Demonstrate
2. Levels of
organization
evidenced in the
created storage
system.
3. Sharing of
master file and all
files within the
system
correlating student
organization to
student success.
Student groups
have choice in
how to submit
their
organizational
system based on a
scenario given by
the instructor.
part of an article
response. All
articles will be
documented within
the post.
Learners will be
divided into
collaborative teams
to devise an
organizational
structure within
google drive based
on an instructor
issued scenario.
Collaborative teams
will share their
organizational
system via the
dropbox or
screencast-o-matic.
Drive via the dropbox, a

shared Google Document
or a screencast.
Students may choose to
create a storage system
that works for their
classroom without
collaboration. The end
result should be recorded
with a screenshot pasted
to a word document and
placed in the dropbox.
Lesson 5:
Identify
the Types
and Create
a Word
Processing
Document
within
Google
Drive
how to share
student work
for evaluation
by the
instructor.
Learners will
identify and
create word
processing
documents
within the
Google Drive
tools.
Objective 4:
After
completing the
lesson, the
learner will
demonstrate
how to create
AND upload a
variety of
document
types 4A.
Demonstrate
how to create a
spreadsheet
within the
Google tool
4B.
Demonstrate
how to create a
presentation
within the
Google tool
4C.
Demonstrate
how to upload
and modify a
document
when created
with another
word
processing tool
such as the
Microsoft
Office tools
Using basic
provided
information, create
the following
within the Google
Drive tools.
-word processing
document(s)
-spreadsheet
-presentation
End product of
each type
(document,
spreadsheet, and
presentation) of
document created
within the Google
Drive
Based on identified
interest, learners
will be placed in
collaborative
groups to create
several documents
within Google
Drive.
Google Groups
presentation post.
Share the link of

each of the created
documents within a
discussion board.
The share links will
be placed on a
word document and
place the document
within the dropbox.
To receive full
credit, one
document of each
type should be
placed in the
dropbox. Each
successfully created
document is 1/3 of
the credit for this
assessment.
Lesson 1: An Introduction to the Uses for Specific Tools within Google Drive
Objective 1: Identify the basic tools within the Google Drive tool bank.
1A: Discuss a system for course file organization within Google Drive.
1B: Identify uses of forms for course and class management.

1C: Identify, create and upload different types of presentation documents and describe ideas for
classroom implementation
Assessment: Students will participate in a discussion board discussing how the Google suite of
tools can enhance classroom management, assist students with work submission and organization
as well as enhance course material storage and delivery. A sample discussion board is listed
below. Note, the discussion thread contains a graphic and a hyperlink to an article of google
basics.
To receive full credit, the learner must answer for independently first, then the learner can
respond to a minimum of one post. Discussion post rubrics might look like this:
Indicator
Individual post
0 points
No post
Response to others
No post to others
Due date
Post is late and does

not allow for
response
No connection is
made to the content
Connections
1 point
Post does not add to
the continuation of
the discussion.
Response does not
meet minimum
responses or response
is not reflective of the
initial post.
Post allows for
minimal responses
2 points
Post enhances the
discussion.
Response shows
careful analysis and
reflection of the
initial post.
Post is early and

allows for multiple
responses
Limited connection is New ideas or
made to the presented connections are
material. Lacking in made. Depth of
depth of knowldge
Grammar/ spelling
Obvious grammatical
or spelling errors that
distract from the
content of the post.
Total
knowledge or
multiple detail is
evident.
Few grammatical or
No obvious
spelling errors that do grammatical or
not distract from the
spelling errors.
content of the post.
_______/ 10 points
UDL principle: The learner is allowed to submit in a variety of ways; differentiation is through
the multiple means of expression. Learners may submit a screencast link within a dropbox, or
send a share link of a google document. This google document or screencast can be shared
within the discussion board as well. High functioning learners may choose to create a pow-toon
or other presentation using another free web 2.0 tool.
Responses may include managing instructional materials, documents or presentations.
Additional responses might include management of registrations and data.
Lesson 2: Identify Uses of Forms in Google Drive

Objective 2: After completing the lesson, the learner will identify, create and implement the
Google Form tool to manage student information.
2A. Discuss the impact of a web based storage tool for student information driven by student and
parent input of data.
Assessment: For this assessment demonstration I will choose to complete a differentiated
assessment. In this assessment, students are given a link to a Google Document. Within this
document, learners are asked to list their ideas for using tools within Google Drive. Once ideas
are listed, students are asked to rank their likelihood that they will use the idea in the future. 1 is
highly unlikely, 5 is highly likely.
Student data can be analyzed and used to drive instruction. If the class is more comfortable with
one topic, you can spend more time on a different lesson. Collaboration on technology tools
among peers leads to further implementation of the tools.
UDL Principle: The learner is allowed to submit in a variety of ways; differentiation is through
the multiple means of expression. Learners may submit a screencast link within a dropbox, or
send a share link of a google document as shown above. A discussion board with the rubric
listed above is an easy and effective asynchronous method of submission. This google document
or screencast can be shared within the discussion board as well. For synchronous
communication of ideas, students can enter a Collaborate chat room. Students can be divided
into breakout rooms for large groups. This allows for all participants to share ideas.
Responses will vary based on individual classroom structure as well as comfort levels of the
learner.
Lesson 3: Implement a Google Form and Collect Data from Learners

2B. Identify uses of the Google Form tool within the classroom for other types of nonmanagement tasks
a)
Project sign up
b)
Retest date registration
c)
Parental permission slips
2C. Create and implement the use of a Google Form to collect data for classroom management
Assessment: For this assessment, the student will create a form based on classroom need or
scenario. The student should include several items. For full credit, the student must choose a
theme, use different types of questions, determine which questions are mandatory (*), and
demonstrate the ability to share the form.
By pressing view live form, you can check the appearance of your form.
If changes should be made, you can click edit this form to return to the original form. You may
share this form via email, link or embed code with the classmates.
the multiple means of expression. Learners may submit a screencast link within a dropbox
showing the steps for creating the form. This link can be shared in the dropbox area. For full
credit, the student must choose a theme, use different types of questions, determine which
questions are mandatory (*), and demonstrate the ability to share the form.
learner.
Lesson 4: How to create organization rules and implement an online document storage
system within Google Docs.
Objective 3: After completing the lesson, the learner will demonstrate how to create a logical
system to organize student work by unit then task in the Google Drive tool.
3D. Demonstrate how to share student work for evaluation by the instructor.
Assessment: For this assessment demonstration I will demonstrate an example of the end result
of a storage system. You will notice the levels of organization based on the needs of the
secondary audience (the supposition is that the primary audience is teaching this skill in the
class).
Notice the following structural components needed for a complete finished product.
1.
2.
3.
4.
All classes folders are listed under My drive.

All classes have unit folders nested within the class folder
All items for that unit are nested within the unit folder.
Notice the documents identify the owners and will identify if shared.
showing the steps for creating the organizational system. This link can be shared in the dropbox
area. For full credit, multiple levels of organization should be shown as well as a logical
progression of the levels. Based on the given scenario by the teacher, different numbers of levels
will be needed.
learner.
Lesson 5: Identify the Types and Create a Word Processing Document within Google Drive
Objective 4: After completing the lesson, the learner will demonstrate how to create AND upload
a variety of document types 4A. Demonstrate how to create a spreadsheet within the Google tool
Assessment: For this assignment students are to create a presentation within google forms.
Students can work in collaborative teams. For full credit, students must complete a brief
presentation on a topic of their choice with a minimum of 3 slides, free of grammatical errors.
All presentations should have a theme, title, at least one inserted item and modified transition.
You can view the presentation by using the present button and share by link, email or embed
code.
showing the steps for creating the presentation. This link can be shared in the dropbox area.
learner.
Part VI: Content Sequencing and Instructional Strategies

Instructional Sequence
Sequenc
e
1
2
Description
Objective
Identify the tools available within the google tool bank for course
organization, management and presentation implementation.
Discuss when to use a google form within the classroom for
management and data collection.
1
2
3
4
5
Create a google form tool for course management purposes.

Discuss and implement a sample document storage system within
the Google Drive Tool.
Discuss and create presentation documents such as word
processing, spreadsheet and presentation slides within the Google
Drive tool.
2
3
4
This sequence uses several tools within the course learning management platform such as the
discussion board and the dropbox as well as external tools within the Google Drive platform to
show mastery of the creation of documents, forms, spreadsheets and presentations. Learners will
identify alternative uses for the tools and decide independently the tools to be used most often in
their classrooms.
Lesson 1: An Introduction to the Uses for Specific Tools within Google
Objective 1: Identify the basic tools within the Google Drive tool bank.
Objective 1A: The learner will describe a system for course file organization within
Google Drive.
Objective 1B: The learner will identify uses of forms for course and class management.
Objective 1C: The learner will identify types of presentation documents and suggest ideas
for classroom implementation.
Initial Presentation: Provide an example of student work stored within the Google Drive tool via
screencast. Within a google document, invite learners to participate in a listing of how three
components of Google tools (forms, file storage and presentation documents) might be used
within their class or learning environment. They will use the collaborative tool to add to the lists
in an asynchronous fashion.
Generative Strategies: In a discussion board within the Course Learning Management Platform,
direct a dialog that identifies specific uses for each of the identified tools. Learners will give an
example of how a tool might be used in the management of their class, how to create a personal
file storage system or how to direct students to organize their documents and how to help choose
which presentation tool to use as part of a student learning experience.
Alternative Generative Strategy: Each learner could submit a word document listing their
specific strategy for use of the chosen tools. (The alternative generative strategy is not
optimal as learners take ideas from a free exchange of ideas within the discussion board
for use in their own learning environment)
Alternative Generative Strategy: Students can present their ideas for uses of the Google
Drives tools within a prezi, pow toon or screencast. The link to their presentation should
be posted within the initial discussion board.
Lesson 2: Identify Uses of Forms in Google Drive

2A. Discuss the impact of an internet storage tool for student information
2B. Discuss the impact of student and parent input driven data
Initial Presentation: View the Hidden Gem Google Form (http://www.youtube.com/watch?
v=wwf72lwPLVY)
Generative Form: Divide the class into groups of 5 learners. Leaner groups will participate in a
discussion board within the LMS. Learners will brainstorm ideas of when to use a google form
within the classroom for management and data collection.
Alternate Generative Strategy: Use a Google Spreadsheet or doc for collaboration.

Alternate Generative Strategy: Use Google Groups for collaboration.
Lesson 3: Implement a Google Form and Collect Data from Learners

2C. List the technological advantages of housing student contact data in a web based
application
2D. Describe uses of the Google Form tool within the classroom for other types of nonmanagement tasks
d) Project sign up
e) Retest date registration
f) Parental permission slips
Initial Presentation: Send a form to all learners. Fields should include the following:
Last name (Text Question)
First name (Text Question)
Type of form that the learner will likely use in their learning environment (select all
question)
Idea for using the form tool in their learning environment for classroom management
(Long Answer Question)
What is your favorite past time (Multiple Choice Question)
Generative Strategy: Learners will create a form to use in their learning environment directly
related to data that is generally collected by returning a paper form to the teacher. This form will
be posted to the discussion board to be utilized by classmates.
Lesson 4: How to create organization rules and implement an online document storage
system within Google Docs.
Objective 3: After completing the lesson, the learner will demonstrate how to create a logical
system to organize student work by unit then task in the Google Drive tool.
2D. Demonstrate how to share student work for evaluation
Initial Presentation: Learners will perform an article search regarding student organizational
strategies and skills.
Sample articles to be used as introduction reading material include:
o http://www.additudemag.com/adhd/article/8958.html
o http://www.pbisworld.com/tier-2/organizational-tools/
o http://eric.ed.gov/?id=ED501312
Generative Strategy: Break the students into group of two. Each group should identify the key
categories needed within the online organization system for their course. Learners should
identify types of documents that will be stored in the online system. Learners should determine
how often to update the online storage system.
Example: For an online student, it is recommended a folders titled with each course.
Further each course will have folders with each unit name. Within each unit folder, each
item will contain a specific naming convention corresponding to the assignment or lesson
title.
Students will place the outline of their course organizational system into the dropbox within the
LMS.
Alternative strategy: Have the learner groups present their strategy using a screencast of
their Google Drive account. Post the screencast within the dropbox.
Alternative Strategy: Have the learner groups post their organization method via Google
doc. Post the shared link within the dropbox.
Lesson 5: Identify the Types and Create a Word Processing Document within Google Drive
Objective 4: After completing the lesson, the learner will demonstrate how to create presentation
documents within the Google Drive tool.
4A. Demonstrate how to create a spreadsheet within the Google tool
Initial Strategy: Learners will view a screencast on the google word processing documents within
Google Drive. Learners will identify what type of document they use most in their classroom
practice.
Generative Strategy: Learners will be paired according to areas of interest based on their
response to the google form. Learners will create a document, a spreadsheet and presentation
within their Google Drive. Learners will share their presentation with the students within the
class through the Google Groups section. The instructor will provide access to the Google
Groups site.
References:
"Active and Generative Teaching." Active and Generative Teaching. N.p., n.d.
Web. 01 Dec. 2014.
Arditi, Aries, PhD. "Effective Color Contrast." Lighthouse International -.
Lighthouse International, 2014. Web. 29 Nov. 2014.
"Principle II. Provide Multiple Means of Action and Expression | National
Center On Universal Design for Learning." Principle II. Provide Multiple
Means of Action and Expression | National Center On Universal Design
for Learning. N.p., n.d. Web. 01 Dec. 2014.
"What Is Instructional Design? | Instructional Design Central." What Is
Instructional Design? | Instructional Design Central. Instuctional Design
Central, n.d. Web. 01 Dec. 2014.
Part VII: Design of Instruction

Instructional Design Documentation: Design of Instruction
Instructional
Strategies
Lesson 1:
An Introduction to
the Uses for
Specific Tools
within Google
Drive
This lesson will

introduce the tools
available within
Google Drive.
Lesson 2: Identify
Uses of Forms in
Google Drive
Learners will
determine multiple
uses for collection
of data via Google
Forms.
Learners will
determine uses of
Google Forms for
Classroom
management tasks
Lesson 3:
Implement a
Google Form and
Collect Data from
Learners
Learners will
determine the basic
functionality of the
google form.
Learners will create
Objectives
UDL
Objective 1: Identify
the basic tools within
the Google Drive tool
bank.
1A: Discuss a system
for course file
organization within
Google Drive.
1B: Identify uses of
forms for course and
class management.
1C: Identify, create and
upload different types
of presentation
documents and describe
ideas for classroom
implementation.
Objective 2: After
completing the lesson,
the learner will identify,
create and implement
the Google Form tool to
manage student
information.
2A. Discuss the impact
of a web based storage
tool for student
information driven by
student and parent input
of data.
Learners will be given a choice of

how to participate in generating
and sharing uses for the Google
Drive Tools. Options include
asynchronous discussion,
independent submission or online
tool presentation.
Pa
di
dr
or
re
Learners have choice in the

participation mode for the
brainstorming activity within the
group.
1. Learners will participate in
a discussion board within
the course LMS to
brainstorm
(asynchronously) ideas for
uses of the Google Form
for data collection.
2. Learners may choose to
use a Google Spreadsheet
to collaborate
(asynchronously or
synchronously) ideas for
uses of the Google form.
3. Learners may use Google
Groups to participate in the
brainstorming activity
Learners will be given free choice
when asked to create a Google
form that best fits the data they
regularly collect and manage
within their own class
L
in
se
Objective 2: After
the learner will identify,
create and implement
the Google Form tool to
L
th
di
sh
a google form that

best suits the need
of the learners class
environment.
manage student
information.
2B. Identify uses of the
Google Form tool
within the classroom for
other types of nonmanagement tasks
d) Project sign up
e) Retest date
registration
f) Parental permission
slips
environment. The share link

created by the individual learner
will be posted within the
discussion board.
2C. Create and

implement the use of a
Google Form to collect
data for classroom
management.
Lesson 4: How to
create organization
rules and
implement an
online document
storage system
within Google Docs.
Learners will
identify the need for
organization within
the online
environment to
increase student
success.
Objective 3: After
the learner will
demonstrate how to
create a logical system
to organize student
work by unit then task
in the Google Drive
tool.
3A. Discuss the impact
of a web based storage
tool for student work
3B. Describe the
relationship between
classwork organization
and student success
3C. Demonstrate how
to share student work
for a collaborative work
environment
3D. Demonstrate how
to share student work
for evaluation by the
instructor.
Students are able to research

articles of interest correlating
student organization to student
success.
L
th
m
D
dr
Student groups have choice in how G
to submit their organizational
a
system.
Lesson 5: Identify
the Types and
Create a Word
Processing
Document within
Google Drive
Learners will
identify and create
word processing
documents within
the Google Drive
tools.
Objective 4: After
the learner will
demonstrate how to
create AND upload a
variety of document
types 4A. Demonstrate
how to create a
spreadsheet within the
Google tool
4B. Demonstrate how to
create a presentation
within the Google tool
4C. Demonstrate how
to upload and modify a
document when created
with another word
processing tool such as
the Microsoft Office
tools
Based on identified interest,

learners will be placed in
collaborative groups to create
several documents within Google
Drive.
Part VIII: Formative Evaluation Plan

This evaluation will be created as a google form and delivered to the participants from the staff
development. The form NOT be set to collect email addresses so learners can give honest and
anonymous feedback. The form will be used as the last assessment or ticket out the door to
conclude the course. The results will be compiled in a Google spreadsheet. Data will be
evaluated and the results will be delivered to the course instructor, course developer and staff
development manager. Additionally, the subject matter expert will be given a survey to evaluate
the development of the course content and delivery.
Ticket out the door {While many of the questions below are in a chart for ease of a word
document, all questions will be listed in a google form for ease of delivery to the participants.}
Learner Survey Questions:
At the conclusion of this course
please rank your course
Strongl
y Agree
Agree
Neither
agree
Disagree
Strongly
Disagree
G
pr
experiences.
(Scale Question within Google
forms)
1. The course was easy to access.
2. The course expectations were
clearly defined as task results were
clearly outlined and explained.
3. The provided instructions were
easy to follow in a step-by-step
fashion.
4. Graphics were instrumental to
completion of the tasks.
5. The overall content of this
course holds value to my daily
practice of delivering instruction in
my classroom.
6. The overall content of this
course holds value to my class and
student data management.
7. I will use Google documents to
deliver instruction in the future.
8. I will use Google a google
spreadsheet to house data relating
to classroom management in the
future.
9. I will use Google presentation to
deliver course instruction in the
future.
10. I will use Google presentation
as a method for students to submit
assignments in the future.
11. I will use Google forms to
collect data in my classroom in the
future.
12. I will assist my students in
work organization habits by
teaching the Google Drive
document storage techniques in the
future.
13. The instructor was available to
answer questions regarding the task
to be completed.
14. The instructor placed the
learner at ease when asking
nor
disagree
3
questions.
15. The instructor was timely in
response to email correspondence
response to phone correspondence.
17. The instructor was
knowledgeable of the LMS
technology.
18. The instructor was
knowledgeable of the content tasks
required.
returning submitted assignments
with feedback
20. The instructor provided
valuable feedback for
improvement.
21. Use of technology resources
enhance student learning.
22. Prior to this course, I had an
expansive knowledge of the
Google Drive suite of tools.
23. {Paragraph Question} Describe how you will use Google Drive in your classroom
management systems in the future.
24. {Paragraph Question} Describe how you will teach Google Drive in your classroom to store
student created e-documents/spreadsheets/presentations into classroom organizational processes
in the future.
25. {Paragraph Question} Describe how you will use Google Drive in your classroom to store
teacher created e-documents/spreadsheets/presentations into classroom presentation or
instruction processes in the future.
In the future, on a scale of 1-5

where 1 is not VERY likely and 5
is VERY likely, please rank your
how likely you are to use Google
Drive tools for the following:
forms)
Very
Likely
Likely
Neither
likely
nor
unlikely
3
unlikely
Very
Unlikely
26. Planning for instruction

27. Self-Organization
28. Organization of student data
29. Organization of course
instructional materials
30. Organization of student work
(assisting students in organization
of student work)
31. Allowing students to select how
to submit assignments (work
differentiation)
32. Allowing students to register
for help/ tutoring sessions
33. Allowing students to register
for volunteer sessions
34. Allowing students to schedule
advisement appointments
35. Allowing students to schedule
testing appointments
36. Allowing parents to schedule
conferences
37. Assist with parent
communication documentation
38. Based on your participation in
this course, would you recommend
this course to other teachers
entering the online teaching
environment?
39. {paragraph question} Based on your participation in this course, provide suggestions for
improvement for instructor.
40. {paragraph question} Based on your participation in this course, provide feedback for what
you enjoyed or appreciated regarding your interaction with this instructor.
The SMEs will be the staff development chair as well as the supplemental course coordinator.
Evaluation of the lessons will be returned to the instructional designer. I will deliver the results
to the learner survey to the staff development chair and supplemental course coordinator for
decisions on inclusion in the future course offerings to the adjunct staff. I will make adjustments
to the instructional design based on the feedback from the SME.
SME Survey
At the conclusion of this course
development, provide your
feedback to the development
indicators.
forms)
1. Instructional designer was
receptive to feedback.
2. Instructional designer was
responsive to requested changes
with the instructional design.
3. Instructional designer provided
instructional materials appropriate
to the technical level of the primary
audience
materials in a variety of media and
formats
information and resources that are
well researched and fact checked.
multiple tools for evaluation of
tasks or concepts.
opportunity for differentiation in
content delivery.
opportunity for differentiation in
assessment.
opportunities for peer
collaboration.
instruction that aligns with the
terminal goal for each lesson.
11. Instructional designer
integrated technology into all areas
of instruction.
Strongl
y Agree
Agree
Neither
agree
nor
disagree
3
Disagree
Strongly
Disagree

an opportunity for feedback
regarding the design from the
learner.
12. Instructional design of this
course is engaging.
13. {paragraph question} List any changes to the course structure that needs to be made
before the course is offered in the future.
14. {paragraph question} List any changes to the course content that needs to be made before
the course is offered in the future.
15. {paragraph question} List any potential issues with ease of use for the learner.

FRIT 7231 Key Assessment Final Project GrayC

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FRIT 7231 Key Assessment Final Project GrayC

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FRIT 7231, Fall 2014, Dr.

Key Assessment Instructional Design Project

Part 1: Identification of the Learning Problem

tool to enhance communication.

assignment used as a student submission from the more tools section.

Part 2: Learner Analysis

2. Entry Skills and Prior Knowledge:

Ability to log onto a computer.

gwinnettonlinecampus.com account is a Google gmail account.)

3. Attitudes toward Content and Academic Motivation

4. Educational Ability Levels

5. General Learning Preferences

6. Attitude Toward Teachers and School

7. Group Characteristics (including social and relevant cultural information)

Part III: Task Analysis

3. Log into your personal email address.

5. Click the triangle icon called Drive.

Determine if the question will be mandatory. If so, click the required

question based on your answer choice.

Determine the purpose

Open a browser window

Click the triangle icon

Log into your computer

Verfity you have a

Log into your personal

Click the icon that has 9

Click the red CREATE

From the Create button,

determine the sort method for each column

title the spreadsheet

choose types of items to insert

determine font size, color, type

title your document

chose your slide transition time

choose linked items such as graphics, websites, tables,

choose your theme

title the presentation

title the form

determine the data points to be collected

Subject Matter Expert (SME)

Part IV: Instructional Objectives

Classification of Instructional Objectives

Correlation of Instructional Objectives to the ISTE standards

1B, 2C, 2D, 3A,

ISTE standards courtesy of iste.org/standards

Part V: Development of Assessments

Learners will be given a

toon or other free web

Students can join a

Using the provided

Students are able

1. Learners may choose

2C. Create and

1. End product file

Learners will present

Drive via the dropbox, a

Share the link of

1B: Identify uses of forms for course and class management.

Post is late and does

Post is early and

Lesson 2: Identify Uses of Forms in Google Drive

Lesson 3: Implement a Google Form and Collect Data from Learners

Retest date registration