Id project denise holder

Instructional Design Project

Creating a collaborative Google

presentation

Denise Holder

Boise State University

EDTECH 503

Fall 2013

Dr. Jesús Trespalacios

Instructional Design Project 2

Part 1a. Learning goal

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

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

an image in a shared Google presentation.

Part 1b. Audience

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

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

located within Poudre School District.

Part 2. Analysis Report

Part 2a. Needs Assessment Survey

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

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

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

could access these surveys directly through the following links:

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

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

The needs assessment surveys were administered to twenty five second

graders in a whole group setting. These surveys were posted on Instructor’s

http://www.surveymonkey.com/s/6QFGVZ2

http://www.surveymonkey.com/s/ZVCDCC3


class website where learners could access surveys by clicking a button that

linked directly to the survey. Learners accessed the surveys with the

direction of Instructor. Learners took this survey online in one of the school’s

two computer labs. Instructor read each question aloud, and learners

answered questions one at a time. Using in the moment assessment,

Instructor would clarify assessment questions if learners were unable to

construct meaning. Instructor waited for every learner to complete each

question before moving on.

Part 2b. Needs Assessment Data

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

participated in the survey.

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

experience with Google Drive and its applications. Learners do not know

how to access Google Drive or share within Google Drive.

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

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

while eight percent do not. When data was further analyzed, learners that

did not enjoy spending time on computers did have computers in their

homes. Those two learners have confidence in their computer abilities. One

of those learners stated that working on a computer was easy, while the

other learner stated that working on a computer was super easy and she

could teach others.


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

high percentage use computers to play games.

Part 2c. The Learners

All learners have had experience with computers in kindergarten and first

grade. Kindergartners and first graders receive thirty minutes of weekly


technology instruction. This instruction includes skills such as learning the

basic parts of a computer and their functions, how to turn on and log in to

the computer, and how to access basic programs.

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

they continue to build upon the basic skills presented in the previous grades

and become introduced to Microsoft Word and Excel, among other programs.

Three second graders are English language learners. These students have

another language spoken in their home but can speak and understand

English. One learner has a disability that has been identified in an

Individualized Education Plan. This disability does not affect computer skills

performance or confidence.

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

working by themselves.


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

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

new material best when they see the information.

Part 2d. Learning Context

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

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

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

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

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

student’s screen with the class for teaching purposes.

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

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

the district server. Items created on these computers can be saved to a

student’s personal server folder. Many basic programs, such as Pixie and

Sebran, are on all computers. Learners experienced using these programs in

kindergarten and first grade.

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

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

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

accessing web-based programs that are a requirement for classroom work

through a school website. Learners have access to these computers during


daily independent work time (Daily 5) and experience success at working

independently on the computers.

Instructor characteristics: Instructor is skilled in accessing the internet,

server, and Google Drive. In addition, Instructor is comfortable working with

computers, knowledgeable in creating materials using all applications in

Google Drive, and knowledgeable in sharing materials with colleagues and

students in Google Drive.

Part 2e. Transfer context

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

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

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

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

creativity, communication, and technological awareness that will benefit

them as they continue their educational journey and transition into the

workforce. The presentation skills practiced in this project are skills that are

necessary for the learner in their future as a student. Teachers will be

asking students to create presentations to share with their classes. Strong

presentation skills are also important when seeking a job. An applicant must

present themselves in a positive light to their desired employer. Employers

seek people that have strong communication and presentation skills to

deliver the message of their company.



Part 2f. Learning task analysis

Collaborative Google Presentation

Introduction to Google Drive

Find Google Drive on school website

Access Google Drive

Access Shared with Me folder

View presentation file in Shared with

Me folder

Enter text onto personal slide

Complete steps to log in to Google

Drive/Shared with Me folder

Access presentation

Find personal slide

Enter text in title section

Enter text in main section

Enter photo onto personal slide

Complete steps to log in to Google

Drive/Shared with Me folder

View new folder containing images

View personal slide

Import picture onto personal slide

Resize and position image


Part 3. Planning

Part 3a. Rationale

Creating a class book will be done in a new, collaborative, digital way. With

the use of technology, specifically Google Presentation accessed through

school computers, each student will create an individual slide. The

completed presentation will be shared with families by posting the link to the

digital story on the classroom website. Also, each slide will be printed out

and included in a class book.

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

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

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

meeting the Creativity and Innovation standard presented by the

International Society for Technology in Education (ISTE). One indicator

addressed in this standard asks that students create original works as a

means of personal or group expression. By adding original student writing to

a Google presentation slide, students will successfully complete this indicator

for the ISTE standard. This project also meets Colorado State Standards for

second grade in reading, writing, and communicating, specifically in the area

of writing and composition. Students will organize their ideas, write a

personal narrative, use conventions in their writing, and share their

completed work with an audience.


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

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

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

instructor will be present to answer any questions as students work through

this process. This method of instruction aligns with the Instructivist

approach. Students will use a template for the creation of their slide, but

they will have an opportunity to use some creativity when deciding their font

style and size. Students will also be able to analyze their success to see if

they have correctly completed each step.

Part 3b. Learning Objectives

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

1.1 Using a computer mouse the student will identify the

web browser (Firefox) icon on the task bar.

1.2 Using a computer mouse the student will double click the

browser icon to open Firefox.

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

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

correct link and click once to open Google Drive.

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

password, students will be able to use the keyboard to log in to Google

Drive.

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


Shared with Me section in their Google Drive.

4.1 Students will use a computer mouse to click once on

Creature Comforts in the Shared with Me section.

4.2 Students will locate the slide that corresponds with their

classroom number and use computer mouse to click once

on it.

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

a template. See Appendix A.

5.1 Using writing previously done in the classroom, students will

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

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

object after deleting the title.

5.1.1.1 Students can change font style and

shape by highlighting completed text and

using the font and size drop down

menus.

5.2 Students will be able to type in their paragraph.

5.2.1 Using the keyboard, students will type in their edited

paragraph.

5.2.1.1 Students can change font style and

shape by highlighting completed text and

using the font and size drop down


menus.

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

5.3.1 Students will locate and resize picture in Shared with

Me section.

5.3.1.1 Students will locate their picture in the

Shared with me section and click once

with their computer mouse.

5.3.1.2 Students will use computer mouse to

select the resize tool to resize their

photo.

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

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

will evaluate. See Appendix C

Part 3c. Objectives Matrix Table

Objective Number

Bloom’s Taxonomy classification

Scaffolding strategy to be employed to teach objective

Type of assessment

1.0 Application Supplantive Performance

task


task


task



task


task


task


task


task


task

5.0 Synthesis Generative Performance

task


task

5.1.1 Application Supplantive Performance

task

5.1.1.1 Application Generative Self assessment


task


task

5.2.1.1 Application Generative Self assessment


task


task

5.3.1.1 Application Supplantive Performance

task


5.3.1.2 Application Supplantive Performance

task

6.0 Synthesis Generative Performance

task

6.1 Synthesis Generative Informal peer

assessment/

Formal rubric

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


Part 3d. ARCS Table

Project goal statement: After creating a personal narrative using the writing

process in the classroom, second grade students will use four thirty-minute

class periods to create a slide that is part of a class Google Presentation and

share the slide with their peers. This presentation will be shared with

families of students. Each slide will be printed out and become a page in a

published class book.

ATTENTIONA1. Perceptual Arousal

Read a Creature Comforts class book created by a previous second grade class

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

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

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

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

complete this project – See Appendix B

RELEVANCER1. Goal orientation

Share goals of the project with students Share rubric with students to define expectations Explain importance of using technology

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

R3. Familiarity Guide students through the use of Google Drive


Post/share the flow chart with students to be used as a visual when going through the project

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

CONFIDENCEC1. Learning requirements

Provide rubric to all students to show expectations for the project - See Appendix C

Share self-assessment with students to have them be thinking about how they will rate their performance at the end of the project - See Appendix D

C2. Success opportunities Provide in-the-moment, on-going feedback as tasks are completed Offer students options to change font style or color

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

task at their own pace

SATISFACTIONS1. Natural consequences

Learners will apply new skills to the completed slideS2. Positive consequences

Encourage positive behaviors Share positive examples on SMART Board

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

clear need of intervention Feedback, evaluation, and assessment will occur continuously

throughout the project Expectation of success for all learners

(Keller, 1987, p. 2)

Keller, J. M. (1987). “The systematic process of motivational design.”

Performance & Instruction, 26 (9/10), 1-8.



Part 4. Instructor Guide

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

and 26 individual slides using a template similar to the one found in

Appendix A.

Introduction

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

book from a previous second grade class.

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

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

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

larger audience through the use of technology.

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

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

be printed out and made into a class book that will be available in the

classroom throughout the school year.

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

project with the students.

A. Access Google Drive

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

presentation

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



Body

Session 1

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

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

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

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

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

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

Drive on their own computer.

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

as they did when logging into the computer to begin this process.

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

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

presentation. Instruct students to click on Shared with Me on their own

computer and then select the Creature Comforts file.

5. Instruct students to log off their computers.

Session 2

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

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

talk through the process as students work through it.


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

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

to work on. Inform students that they will select the slide number that

corresponds with their classroom number. Complete an example for them:

If Hannah’s classroom number is 8, she will select slide number 8. Show

them how this will look. After previewing the activity, have students select

own slide. Walk around to make sure that each student has chosen the

correct slide before proceeding to the next step.

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

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

show how to add their name and age, separated by a comma. Show students

how to change font style and color. Inform students that they are not to

change font size. When you have explicitly demonstrated these steps,

students can complete theirs independently.

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

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

how to do this on the SMART Board. Make sure you point out that the words

inside of the text box will need to be deleted before they begin typing. Show

them how this is done. Ask if students have clarity on the task. When you

feel that most students are clear on the expectation, they may begin working

independently. Walk around and provide assistance as necessary.



Session 3

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

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

talk through the process as students work through it.

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

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

students that individual pictures will be in the Shared with Me section. Scroll

to find your picture, click on it, and then click the Select tab under the

pictures. Explicitly demonstrate how to resize and reposition the picture

using their computer mouse. Delete the picture you inserted and repeat the

process.

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

directions orally. Once their picture is inserted on to their slide, discuss

resizing and repositioning. Inform students that they must use their

computer mouse to click on a corner to resize the picture. They must be

reminded that the finger stays pushed down as the computer mouse moves.

Inform students they are to complete this task independently but you are

available to assist if necessary. Monitor student work by walking around the

computer lab. Offer assistance as needed.




Conclusion

Session 4

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

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

their computers. You will open up the Creature Comforts presentation to be

viewed on the SMART Board. Each student will present their slide to the

group by reading it out loud.

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

audience.

3. Assess each slide as students present them.

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

project.

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

beginning of the project have been met.

5. Have students complete self-assessment.

Part 5. Learner Content

Part 5a. Learning Materials

The following materials will be used for instructional purposes:

Learning Material Purpose

Instructor Guide This is the lesson plan that the instructor will

use to teach the project to students.

Template for Student This example shows the instructor how to set


Work up a slide in Google Presentation.

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

to complete the assignment.

5b. Assessment materials

The following materials will be used for assessment purposes:

Assessment Material Purpose

Google Presentation

Slide Assessment

This rubric will allow students to see how they

will be assessed at the end of this project.

The instructor will use this to assess each

student.

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

end of the project to self assess their slide.

5c. Technology Tools

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

Technology Tool Purpose

Computers in computer

lab

All computers in the lab are connected to the

internet.

SMART Board/Projector Instructor will be able to guide students

through the project as they work through

each step. Also, instructor could project

student examples onto the SMART Board as

students are working through their slide.

Insight Classroom

Management Software

Instructor will be able to monitor all student

progress from one computer. Instructor can

use this program to share a student’s work


that is exemplary with the rest of the class.

Google Drive Students will use this internet-based program

to access the class presentation and create

their slide.

Part 6. Evaluation

6a. Evaluation Plan

To evaluate the effectiveness of this instructional design project,

Kirkpatrick’s Four-Level Evaluation Model will be used. Learners would

receive a survey that is similar to the self-evaluation (smiling face, straight

face, frowning face) in Appendix D with questions such as:

Level I – Learner Results

Did you complete the project?

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

Do you like the slide you created?

Level II – Learning

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

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

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

be answered by having students complete the task while the instructor

observes performance.

Level III – Behavior

Have you logged in to Google Drive on your own?


Have you created your own projects in Google Drive?

Level IV – Results

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

created where students must complete all of the steps of this project

independently. The desired outcomes could be listed on a board, and

students would work until completion. If the learners were older, this idea

would be one to consider. With the young age of these targeted learners,

observation throughout the year to see the effectiveness of the instructional

design project seems more appropriate. Success will be determined by the

transference of skills to other projects of this nature.

6b. Subject Matter Expert Review

Ann Durkin, technology specialist and gifted and talented coordinator at

Johnson Elementary School, was the Subject Matter Expert (SME) who agreed

to review this Instructional Design Project. Ann teaches one-hour technology

classes to students in third through fifth grades each week. She is very

familiar with Google Drive and uses it in her weekly instruction with her

students. Ann is willing to collaborate with any teacher to integrate

technology into their instruction. The eight-question evaluation survey was

created in Google Drive and shared with Ann on November 25, 2013. Ann

completed the survey on November 26, and she and I met that day to

discuss her responses.

6c. Evaluation Survey


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

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

answers together. I received verbal feedback, as well as the written

feedback from this survey.

Questions for the SME:

Is the instructor guide easy to follow?

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

this project?

Are the activities presented in a logical, sequential order?

Are the learning materials appropriate for the learners?

Will the learning materials support learner success in this project?

Are the vocabulary/terms shared appropriate for the learners?

Are the assessment materials appropriate for determining learner

success?

Do you have any suggestions to improve this project?

6d. Report of Expert Review

Instructor Guide

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

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

Activities were presented in a logical order. SME noted that I should include

the direction for instructor to create the slides for each child in Google

Presentation prior to the project start.


Learning Materials

Learning materials were thought to be perfectly appropriate for second-

grade learners. Providing examples for students to reference as they

completed this project was thought to be very helpful. Also, providing a pre-

made template was seen as something that would create success in this

project.

General

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

done prior to the project. She stated that students should create this

paragraph in something other than the template in the presentation. Based

on her prior experience with older students, SME stated that students seem

to get into each other’s work accidentally. To alleviate this concern, SME

suggested that this paragraph be created in Microsoft Word. If work was

accidentally deleted, students could go back and retrieve the work in the

other document using copy and paste.

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

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

operations and concepts standard. SME felt that was impressive for second

graders.

6e. Comments

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

iterations of this project. While the inclusion of directing the instructor to


create individual slides in the presentation prior to the start is a good

suggestion, I especially appreciate the suggestion to type the paragraph for

the slide in a document outside of the slide. This idea makes complete sense

to me, and it is not something I had thought of prior to speaking with the

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

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

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

my students are not proficient with their typing skills at seven and eight

years old. Our second-grade students currently use Microsoft Word in their

technology time. I could have them create this document in Google Drive

since we are introducing Google Drive to them in this project. If that change

was made, the project would have to change from the narrow focus of

creating one slide in a Google Presentation into a more broad focus of

accessing Google Drive and working within its applications.

Part 7. Reflection

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

maturity. Each tree starts off as a seed. This seed should be planted in good,

hearty soil. Taking care of this seed by watering and fertilizing is a must for

it to grow sturdy. Once the tree is sturdy, we must continually nourish the

tree and maintain it by pruning. If we take the care a tree needs to become

mature, it will be strong and last for many years.


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

planted. They have seen the picture of what the tree is supposed to look like

when it is mature, and, even though that tree is a small seed right now, they

take the steps needed to get that tree to maturity. Throughout the life of the

project, instructional designers analyze learners, content, and how to deliver

instruction. They determine the best approach, as a gardener would try and

determine the best fertilizer. Some fertilizers work for some trees, while

others don't. The same holds true for determining which approach to use in

instruction. Once the project has been completed, we must look at the

outcome and make changes if necessary. Just like a tree pruner, we will

revise the project and perhaps take out some ideas with the hope that this

action will make the project stronger.

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

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

apply that information into the ID projects that were submitted. I usually do

not take the time to break down each portion of the instruction I do in my

classroom, so I was challenged by breaking down the project into minute

steps and taking a deep look at what needed to be accomplished in each

step of the ID project. In leaving this course, I have gained the knowledge of

how to effectively design instruction. The analysis of learners and content,

identification of learning outcomes and aligning instruction with them, and

assessment of learning are all critical components of good design. A designer


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

revision must take place to improve learner performance.

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

doing in our school this year. Each grade level is looking at state standards

and using those standards as guides to create units for our students. This

process is called Understanding by Design (UbD). We see where we want

our students to be and design instruction to achieve those goals. We are

aligning our learning outcomes and our assessments, and when a unit is

complete, we take the time to revise it. Larson and Lockee (2014) believe

that outcomes, assessments, and strategies in your design should reflect

each other, or be aligned, so that they support the learner in mastering the

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

experiences I had and knowledge gained this semester, I am confident that I

am on the right path to effective instructional design.

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


Appendix A

Template for student work

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


Appendix B

Example of previous Creature Comfort pages


Appendix C

Google Presentation Slide Assessment

This will be given to students as a reference when working on the slide.

Teacher will use this assessment when the slide is complete.

Name _________________________________________

Google Presentation Slide Assessment

4 3 2 1Title Name of object

and name and

age of student

included.

Name of object

or name and

age of student

included. Did

not include both.

Included name

of object.

No title.

Text Easy to read.

Font and font

size vary

appropriately.

Fonts are

generally easy

to read.

Font size may

vary somewhat.

Overall

readability is

difficult.

Too many

different fonts

and/or font

sizes.

Text is very

difficult to

read.

Inappropriate

Fonts or font

sizes.

Image Image is correct

size and in box.

Perfectly

centered.

Image fits in the

box.

May be off

center.

Image is too

small of too

large.

No image.


Appendix D

Student self evaluation

Name ____________________________________________

Student Self-evaluationI knew how to add a title.

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

I knew how to add text.

The font I used was easy to read.

I knew how to add a picture.

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