Final Project EDU 623.90

Running Header: ADDIE: GOOGLE SLIDES WITH EMBEDDED VIDEO

ADDIE: Google Slides with Embedded Video

Robin Henderson

Dr. Linda Kaiser

Post University EDU 623.90

April 30, 2016


Introduction

Rhode Island School for the Deaf is a state school that services Deaf and Hard of Hearing

students ages three to twenty-one years old. Due to poor performance on state-wide assessments,

the Rhode Island School for the Deaf is considered a priority school and has invested in new

curriculum and staff training to implement the curriculum geared towards improving student

literacy proficiency. (InfoWorks," n.d.)

The school has adopted a pilot program titled “Bilingual Grammar Curriculum: ASL and

English” developed by Todd A. Czubek (M.Ed.) and Kristen A. DiPerri (Ed.D). The curriculum

was developed to address literacy development in deaf and hard of hearing children. When

looking at proficiency levels of high school graduates, “too many Deaf and Hard of Hearing

students have graduated high school with language proficiencies (ASL and English) well below

those expected of their grade levels.” (DiPerri & Czubec, n.d.)

“When it comes to grammar instruction, teachers have historically borrowed

incompatible materials (those designed for hearing students) or they have taken it upon

themselves to generate individual resources for their class.” (DiPerri & Czubec, n.d.) The

development of appropriate materials to address the unique grammatical needs of Deaf and Hard

of Hearing students requires the use of video and presentation tools that allow students to

develop metalinguistic awareness essential to bilingual development (DiPerri & Czubec, n.d.).

This project will focus on the development of teacher competency using Google Slides

with embedded video. The project will use the ADDIE model as a guide for instructional design.

ADDIE "is an acronym that represents the process phases of Instructional Design: Analyze,

Design, Develop, Implement, and Evaluate." (Larson, 2014) Each of the phase of the ADDIE

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model is an essential component of the Instructional Design process and will be outlined in the

sections below.

Analysis Phase

Needs Analysis:

The Rhode Island School for the Deaf currently serves approximately 63 students ranging

from pre-school to age 21 with 94% of the population receiving special education services.

Performance data indicates that the student population at the Rhode Island School for the Deaf

are performing significantly below grade level in all areas of literacy. (March 1, 2016)

English Language Arts teachers currently use curriculum designed for students with an

L1 of standard English and accommodate the materials in an attempt to meet the needs of the

Deaf and Hard of Hearing students. Deaf and Hard of Hearing students do not have English as

their L1 which creates an instructional gap due to inability to access the materials resulting in

low proficiency in all areas of literacy (DiPerri & Czubec, n.d.).

The Bilingual Grammar Curriculum designed by Todd A. Czubec and Kristin A. Diperri

provides a comprehensive approach to teaching English to Deaf and Hard of Hearing children

using American Sign Language (DiPerri & Czubec, n.d.) While the curriculum provides clear,

sequential standards and benchmarks for each level of instruction, it does not provide lessons to

use or modify during instruction.

The lessons will be developed by the teachers at the Rhode Island School for the Deaf

during collaborative meeting times using Google Slides. The training developed for this project

will provide the English Language Arts teachers with the technological skills needed to create

materials for the new curriculum.

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Learner Analysis

The English Language Arts teachers at the Rhode Island School for the Deaf have earned

the status of Highly Qualified as determined by the Rhode Island Department of Education.

Currently at the school, 95% staff have teacher certification in the area of the education of Deaf

and Hard of Hearing students with 90% of the teaching staff holding a Masters in Education.

("Certification - Current & Future Educators").

According to the union seniority list, 85% of the current staff at the Rhode Island School

for the Deaf have been teaching for twenty-five years or more indicating that those staff

members are not digital natives (N. Mcquire Heath, Personal communication, March 1, 2016).

The term “digital native” is a “catch-all phrase that refers to those who have grown up using

technology like the Internet, computers and mobile devices.” ("What Is a Digital Native? -

Definition from Techopedia," n.d.)

The lack of expertise in the use of technology, such as Google Drive, creates a lack of

confidence in the ability to develop instructional materials to meet the objectives within the

curriculum. Furthermore, ASL as a visual language with no written form, requires the use of

video technology in order to present the language. The learners for this project need to be able to

create videos and insert those videos into a presentation platform, such as Google Slides, in order

to meet the objectives of the new curriculum. Google Slides allows for collaboration and shared

files amongst the staff which will decrease the workload of individual teachers as well as

potentially minimizing downloading issues when sharing files that contain videos. The learners

do not demonstrate the technological skills required to access Google Slides and share files for

collaboration which increases the overall lack of confidence. The gap between “what is (varied

confidence levels and ability to use technology) and what should be (confident and

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technologically able)” points to a need for training teachers on how to use Google Slides.

(Larson, 2014).

Environmental Analysis

The training will be presented during the Professional Learning Community (PLC) in the

Cooperative Meeting Room (COOP). Each PLC session is attended by English Language Arts

teachers and has a designated time frame of fifty-five minutes. At least three PLC sessions will

be reserved and dedicated to the training session. The Cooperative Meeting Room is equipped

with a large television that can be attached to a laptop or presentation device creating visual

access to the presentation. Participants will be asked use school issued computers to ensure

consistency for the purpose of this training.

Stakeholders

Stakeholders are defined as a set “of key groups and individuals who are interested and

involved in, and are potentially impacted by the instructional guide that will be designed.”

(Larson, 2014) The stakeholders identified for this project are:

Stakeholders Possible Gains

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

Teachers Creation of effective lessons using appropriate tools for delivery of instruction

Administration Increased collaboration amongst teachers and shared best practices

Task Analysis

Task analysis is defined as the process of identifying what tasks must be done in order to

achieve a certain goal. (Ledford & Sleeman, 2000) The characteristics of a well designed task are

as follows:

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1. The task has a definite beginning and end.

2. The task is performed in a relatively short amount of time.

3. The task is observable.

4. Each task is independent of other actions.

(Ledford & Sleeman, 2000)

The instructional goal for this training is to create a document using Google Slides with

embedded video. The steps for the task are as follows:

1. Open photobooth

2. Select the video option and create a video

3. Create a folder on your desktop and rename the folder

4. Drag/drop the video into folder that was just created

5. Open a new Google Slides document

6. Rename document “Google Slides Training Session”

7. Insert video onto slide (from the folder created in step 1)

Situational Analysis

The training faces potential obstacles and barriers that need to be addressed in order to

ensure success. “Often, the scope of the content in an instructional design project is heavily

influenced by standards, guidelines, and regulations that apply to the organization.” (Larson,

2014) The administration of the school faces quarterly pressure from the Department of

Education in regards to growth data. There is currently no valid data that can be used to justify

the ability of this curriculum to positively influence growth data throughout the school creating

additional school wide pressure. The ability to create materials efficiently and effectively as well

as sharing resources is essential to the survival of the new curriculum.

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Additionally, time constraints present another obstacle that needs to be addressed. In

order for this training to be successfully implemented, teachers will need time to work

collaboratively through the training, understand the process, have the time apply the process, and

ask questions to clarify problematic areas. Successful training will require a reserved time that

will not be affected by day to day school operations.

Media and Technology Analysis

ASL is a visual language that requires access technological tools in order to discuss the

grammatical components within the language. A standardized approach to the creation of

materials will increase effectiveness and the ability to share. Google Slides allows for

collaboration and participants or creators do not have to deal with multiple files with different

versions. ("5 Reasons to Replace PowerPoint with Google Slides | Inside Higher Ed," n.d.)

To avoid complication and increase collaboration, participants will be asked to use only a single

medium, Google Slides.

Design PhaseDevelopment Schedule:

Approximate time needed for each phase of the ADDIE process is listed below:

Analysis 2 weeks prior to implementation/ongoing

2 X 2 hour sessions

Design 1x 6 hour prior to implementation

2 hours per session

Development 3 x 6 hour prior to implementation

3 hours per session

Implementation 3 x 55 minute Sessions

Evaluation Throughout each session, Session three ,

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Throughout each phase and process

Course Learning Objectives:

Goal: Upon successful completion of this training, learners will be able to demonstrate

the process of creating presentations with embedded video enabling classroom instruction of

ASL grammar.

Lesson Structure and Activities:

The lessons will be designed using Gagne’s 9 Steps of Instruction as a guide. “Gagne

created a nine-step process called the events of instruction, which correlate to and address the

conditions of learning.” ("Gagne’s 9 Events of Instruction," n.d.)

The first steps of Gagne’s 9 Steps of Instruction are to “gain attention” and “call attention

to learning”. Learners will be informed of the instructional goal (what will he/she do by the end

of this training) and learning goals prior to the first session during scheduled PLC meeting (10

min). The remaining seven steps (stimulate recall of prior learning, present the content, provide

“learning guidance”, elicit performance (practice), provide feedback, assess performance,

enhance retention, and transfer to the job) are outlined throughout sessions one, two and three.

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Objectives:By the end of this training session, the learner will be able to create videos using appropriate software By the end of this training session, the learner will be able to upload videos in to a web-based platformBy the end of this training session, the learner will be able to create a presentation containing slidesBy the end of this training session, the learner will be able to embed videos onto slidesBy the end of this training session, the learner will be able to consistently create presentations with embedded video


Session One:

The following objectives will be met during session one:

Part one: By the end of this training session, the learner will be able to create videos using

appropriate software (10 minutes)

During the first ten minutes of the training session, the instructor will lead a guided

discovery of the creation of videos using Photo Booth. The instructor will use a Google Slides

presentation that contains a video demonstrating each step of the creation. The presentation is

designed in this manner to ensure that the instructor maintain eye contact and engagement with

the learners rather than looking at his/her computer. In Deaf culture, “Deaf people listen with

their eyes. Vision is the most useful tool they have to communicate and receive information. For

this reason, only speak when you have eye contact, even if they are using an interpreter. ("The

Importance of Deaf Culture," 2014) The only way to ensure that a mixed group of learners (both

hearing and deaf) are receiving information is by maintaining eye contact during instruction.

After each slide of the presentation, the learners will recreate the steps that they observed

on their own devices. Formative assessment will occur throughout the process with the

instructor observing, providing feedback and answering questions. The following steps will be

demonstrated during the first session’s presentation:

Creating and renaming a folder on their desktop

Locating and opening Photo Booth

Creating a video using Photo Booth

Selecting created video and drag-and-drop into folder.

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Once the guided learning session is completed, the learners will be asked to create a new

folder, create a new video in Photo Booth, and drag-and-drop the video into the folder on their

own. (10 minutes)

Part two: By the end of this training session, the learner will be able to upload videos onto a

web-based platform (10 minutes)

During the next ten minutes of the training session, the instructor will use a Google Slides

presentation that contains a video demonstrating each step of the process of uploading a video

onto a web-based platform. After each slide, learners will perform the steps they observed on

their own devices. Formative assessment will occur throughout the process with the instructor

observing, providing feedback and answering questions.

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

Logging into the [email protected] YouTube account

Locating and opening the learner’s designated YouTube channel

Locating and using the upload feature

Dragging and dropping videos onto upload feature.

Once the entire process is completed, the learners will be asked to complete the second

objective on their own using the video created from part one. (10 minutes)

The learners will be asked to complete an exit ticket that rates their confidence level

regarding the objectives from the session. (5 minutes)

Session Two:

The following objectives will be met during session two:

Part one: By the end of this training session, the learner will be able to create a 3 slide

Google presentation: (10 minutes)

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During the first ten minutes of the second training session, the instructor will lead a guided

discovery of the creation of a Google presentation containing multiple slides. The instructor will

use a Google Slides presentation that contains a video demonstrating each step of the creation.

After each slide, learners will perform the steps they observed using their own accounts.

Formative assessment will occur throughout the process with the instructor observing, providing

feedback and answering questions.

Steps demonstrated during presentation:

o Logging into the learner’s school-issued Gmail account

o Locating Google Drive icon

o Creating a new presentation

o Renaming the new presentation using a proper naming convention

o Adding 2 new slides

Once the guided learning session is completed, the learners will have a 3 slide

presentation, saved using a given naming convention, and be ready for part two of the second

session.

Part two: By the end of this training session, the learner will be able to embed videos onto

slides (10 minutes)

During the second ten minutes of the second training session, the instructor will lead a guided

discovery of the creation of a Google presentation containing embedded video. The instructor

will use a Google Slides presentation that contains a video demonstrating each step of the

creation.

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After each slide, learners will perform the steps they observed using their own accounts and

presentations. Formative assessment will occur throughout the process with the instructor

observing, providing feedback and answering questions.

Steps demonstrated during the process

o Open “insert video” on Google slides

o Locate their YouTube channel determined in previous session.

o Copy the link to the video previously uploaded

o Paste into correct section of Google Slides “insert link”

Once the guided learning session is completed, the learners will be asked to complete an exit

ticket that rates their confidence level regarding the objectives from the session. (1 min) The

learners will informed of the objectives for session three and will be asked to arrive with

objectives from the Bilingual Grammar Curriculum to use for their presentation during session

three. (4 minutes)

Session three:

The learners will create a Google Slides presentation containing embedded video created

by the learner, for use in their classroom instruction. During this session, the learners will apply

the skills they acquired during the first two session and begin creating slides to use during their

bilingual grammar lessons.

The goal of session three is to have the learners apply their skills from sessions one and

two. The presentation that is created during session three will be used as a summative

assessment. The learners will be provided with a checklist that identifies all the components

necessary to demonstrate competency in developing presentations that contains embedded videos

that the learner created.

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Assessment:

Formative assessment occurs throughout the training session. The instructor observes the

learners and provides them with ongoing feedback. ("Formative vs Summative Assessment" n.d.)

The learners will also be asked to complete multiple exit tickets that rate their confidence levels

related to the objectives.

The final session of the training will ask the learner to create a presentation with

embedded video that can be used for their own instructional purposes. The presentation created

by the learner is a summative assessment “used to evaluate student learning at the end of” the

training sessions. ("Formative vs Summative Assessment", n.d)

Implementation Phase

Pilot Testing:

“A pilot test is one in which you take the training program for a trial run—that is, you

deliver it for the first time to assess which parts work and which ones need improvement.” ("9

Steps to an Effective Training Pilot Test," n.d.) For the purpose of this training session, a trial

run will be presented using participants that represent the intended learners. ("9 Steps to an

Effective Training Pilot Test," n.d.)

At least three staff members who are not participating in the training will participate in

the trail run and provide feedback to the designer. Clarity (how well they comprehend the

materials), accuracy (is the information correct), and performance (are the slides correct, do the

websites work, are the hands-on activities working as intended) will be evaluated during the pilot

test. ("9 Steps to an Effective Training Pilot Test," n.d.).

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Delivery:

The instructor needs to demonstrate proficiency in Google Slides, YouTube, and Photo

Booth as well as demonstrating proficiency in Apple products (iMacs and MacBooks).

The training will take place in the meeting room at Rhode Island School for the Deaf in

the Common Meeting Room. The room is equipped with a large television which will be used

to show the presentation. One week prior to the training session, the IT personnel at the school

will confirm all personal devices and school devices are equipped for the training and have

access to the internet. The IT personnel will be available in the meeting room for the first fifteen

minutes of each session to resolve connection issues as well as be “on-call” on an as needed

basis in case issues arise during the trainings.

The meeting will be marked on the school-wide calendar at least two weeks prior to the

training date to clearly indicating the participants to avoid interruptions or scheduling meeting

that may conflict with the trainings.

Evaluation Phase

The final phase of the ADDIE model is the evaluation phase. The evaluation of the

project really should have started “during the previous phase -- the implementation phase --

because the evaluation is of both the activities of the trainer as they are being implemented and

of the results of the training as it nears an end or is finished.” ("Evaluating Training and Results,"

n.d.)

Formative assessment occurs during the implementation phase in the form of ongoing

feedback, participant surveys after each session, application of skills during each session.

Summative assessment for this project occurs during the last training session where the

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participants are asked to create a Google Slides presentation with embedded video that meets an

instructional objective within their own classroom.

Further evaluation of the program follows Kirkpatrick’s Four Levels of Evaluation. The

four levels of evaluation are defined and applied to the training in the graph below:

Kirkpatrick’s Levels of Evaluation Incorporated into Google Slides: Embedding Video

Level 1- Reaction

Measures the trainee’s reaction to the training

The participants will take a Level One: Smile Survey

Level 2- Learning

Measures what the trainees have learned

Each training session includes opportunity to apply the specific skills they have learned(Formative/Summative Assessment)

Level 3- Behavior

How the information is applied after the training?

Data collection through interviews, observation and documentation: Example: Are teachers incorporating Google Slides and Embedded Video in their daily lesson plans? How often? What lessons? Are resources shared?

Level 4- Results

Analyze the final results of the training

Did the students show growth in literacy since the training session (Analysis of growth data prior to training, 3 month/6 months after training)

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

Conclusion

“At the beginning of a project, designers gather and analyze a wealth of information to

define the main problem and the basic needs involved.” (Larson, 2014) The results of the needs

analysis identified a gap between “what is” and “what should be” when teaching grammar to

Deaf and Hard of Hearing students at the Rhode Island School for the Deaf (Larson, 2014).

The ADDIE model provided a step by step framework that guided the development of

training sessions designed to increase the teachers’ ability to create lessons using Google Slides

and embedding videos for instructional purposes. ("THE ELearning Site," n.d.). An iterative

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https://www.surveymonkey.com/r/Y9BZK7M


process, ending with the evaluation phase, the ADDIE model evaluates how well the training

needs have been met allowing the designer to continue to improve the project design. ("Langevin

Blog," n.d.)

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References

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2016.

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D. (2016, March 1). [Rhode Island School for the Deaf Growth Data]. Unpublished raw data.

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http://wfdeaf.org/our-work/focus-areas/deaf-education

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to-save-time-by-applying-iterative-design-to-addie/

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https://www.insidehighered.com/blogs/technology-and-learning/5-reasons-replace-powerpoint-google-slides

https://www.insidehighered.com/blogs/technology-and-learning/5-reasons-replace-powerpoint-google-slides

http://educationaltechnology.net/the-addie-model-instructional-design/

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Final Project EDU 623.90