copyofmurtagh-edtech512designdocument

EDTECH 512 Design Document Name: Jim Murtagh Date:6152014

Gmail-101: Getting Started with Gmail Project Summary: This course introduces faculty, staff and students of Guilford Public School to Google’s comprehensive email product called Gmail, so users can independently engage in, and manage email communication as required for employment or classwork. This is a selfpaced, online course, consisting of five modules that introduce the core Gmail skills required for effective electronic communication.

1. Front-end Analysis

Problem Analysis What problem are you trying to address? The Guilford Public Schools (GPS) district is switching their email system from a Microsoft Exchange based system to Google’s Gmail system. Teachers and staff at GPS will be required to use Gmail for district communication at the start of 20142015 academic year. Many users are expected to be unfamiliar with Gmail interface and terminology. This course will introduce users to Gmail and the basic skills they will need to conduct electronic communication effectively.

Is instruction an appropriate solution for the problem? Yes, instruction is necessary to address this problem. Teachers have an expectation that professional development is provided for all district initiatives. When teachers and staff return from summer break, they will be required to use this new email system.The district does not have the resources to conduct face to face instruction in the limited amount of time available for such a large group of employees. Online, selfpaced instruction is the most effective solution for this problem. User needs also vary, and a modular approach to the instruction will permit learners to focus on the skills they need the most, when they need them the most. (i.e. secretarial needs (high volume email: distribution groups, organization, search & retrieval) versus paraeducator needs (low volume email: basic message creation)) Is webbased instruction an appropriate solution for the problem? Approximately 450 teachers and staff will return back to work within a three day window from summer break in late August. Upon their return, they will immediately need to begin using Gmail for their primary communication tool, as their prior email solution will have been

© 2014 Jim Murtagh 1

decommissioned. Schedules are very demanding at the start of a new school year, and most people are overwhelmed with work. The district does not have the resources to conduct group professional development for the entire district in such a short time frame, nor do teachers or staff have time in their schedule for training. An online approach is the most appropriate solution to this problem as it gives users the most flexibility in scheduling.

What is your instructional goal? Learners will independently use Gmail for email communication as required for employment or classwork. Learners will be able to access Gmail from a variety of devices, identify the essential features in the Gmail application, and be able to compose and organize emails using those tools.

Context Analysis Description of Organization The Guilford Public Schools district is comprised of seven schools (K12) and two administrative offices. This course will be offered online to all faculty, staff, and students that are provided with a district issued email account. Over the summer of 2014, the district is migrating from a Microsoft Exchange based email system for faculty and staff, to a Google Gmail solution, which is intended for faculty, staff, and selected student grade levels (912). This is a noncredit course and is designed to acquaint users with the essential skills they need to use Gmail for effective electronic communication.

Learner Analysis General Demographics and Learner Characteristics Adult learners:

● Faculty= 387 ○ College educated, certified teachers ○ Experienced email users with Microsoft Exchange ○ Provided with district issued laptops

● Staff=348

○ Mixed education, varied background, some Spanish primary language ○ Experienced email users with Microsoft Exchange

Student Learners:

● Grades 912 = 1,095 ○ Ages 1419


○ Less than 1% ESL ○ Middle to upper class families, most parents have college education ○ Most students use email in their personal activities

Motivations All faculty, staff and students who are provided with district issued email accounts are expected to use them as the primary means of communication between district employees and parents of students. Some users may already be familiar with Gmail from their personal experiences, and these users may not need this course, though they may want to review the list of modules to possibly learn aspects of Gmail they could be unfamiliar with. For other learners, this will be their first time using the Gmail program. While the basic functionality of email will not not change significantly in our email migration, the look and feel, as well as some terminology, differs between Exchange and Gmail. These users will benefit from this course as it will enable them to become proficient in the basic skills independently and in a convenient manner. The course is not mandatory, but technical support resources are limited at the start of each academic year, and learners will need to take the initiative to learn some aspects of Gmail on their own. Prior Knowledge Faculty and staff have been required to use email for the past 8 years for intradistrict and external communication, and it is estimated that most use personal email accounts outside of work. This is the first time students will be provided email by the district, though a large percentage frequently use email in their personal activities. It is estimated that a small percentage of users already use Gmail in their personal activities (student estimate may be significantly higher). The basic concepts of email remain unchanged, but the Gmail interface is significantly different than the Exchange interface faculty and staff have been accustom to using. The expectation is that users will be able to quickly transition to Gmail, once they discover the Exchange compatible commands/menu options in Gmail. Users are competent in creating and replying to email, though they may differ in the their knowledge of the larger feature set of email, such as using distribution lists and folder organization. Some users may choose to build upon their existing knowledge, and learn new email features by completing all the modules in the course. Technical Skills All users, faculty, staff and students use internet enabled technology on a daily basis for their work. Their proficiency levels vary considerable from requiring frequent technical support to complete independence. The number of users with previous online course experience is estimated to be low, and will primarily be faculty who have returned to school, or 12th grade students taking college level courses. It is estimated the percentage using Canvas as their LMS is even lower. While this course is being designed in Canvas for my personal learning experience, an html version would be useful for the district users as it would not require them to learn Canvas in addition to the course content. Some users will require technical support,


regardless if they take this course, and some users will insist on personal support as their only option to learn Gmail. Abilities and Disabilities Users with physical disabilities will already have accommodations addressing their needs and therefore do not require anything additional in this course. Students with mental disabilities will be supported by their dedicated paraeducators.

Relevant Standards There are no state or national standards that apply to this course. Learners will need to demonstrate the basic email skills necessary to satisfy their professional or academic requirements.

Course Goal The goal of this course is to enable users to independently use Gmail for all email communication as required for employment or classwork.

Course Outcomes 1. Learners can independently access their GPS Gmail account from work and at home. 2. Learners can use Gmail to engage in professional / academic electronic communication. 3. Learners can customise Gmail for their personal preferences.

Initial Learning Objectives Module # Course Outcome Learning Objective Assessment

1 Learners can independently access their GPS Gmail account from work and at home.

User can independently reset their GPS password to gain access to the email system.

User successfully resets their GPS password.

1 Learners can independently access

User can access the web interface for GPS Gmail system from a variety of

User successfully logs into the GPS Gmail


their GPS Gmail account from work and at home.

locations (work / home). system from work and at home.


User can configure personal devices (phones/tablets) to access GPS Gmail by locating the GPS configuration guides and following the instructions.

User successfully configures phone or tablet to access GPS Gmail.

2 Learners can identify features in Gmail and navigate the Gmail interface to engage in professional / academic electronic communication.

User can identify essential elements (such as create new email, forward, delete) in the Gmail web interface to engage in professional and academic electronic communication.

Quiz assessing user’s ability to identify essential element/button in the Gmail interface.

3 Learners can use Gmail to engage in professional / academic electronic communication.

User can create, reply to, forward and delete emails in the Gmail software.

User creates test messages and perform reply, forward and delete actions.

3 Learners can use Gmail to engage in professional / academic electronic communication.l

User can compose emails with attachments, and process emails received with attachments in the Gmail software.

User creates test messages with attachments.


User can locate emails using the search feature in Gmail.

User is asked to perform several searches of their inbox.


Use the global contact list to find recipients for email in Gmail.

User searches global contact list to answer a quiz question.


User can create a personal distribution group in Gmail.

User creates personal distribution group.

5 Learners can customise Gmail for their personal

User can create labels in Gmail to organize email efficiently according to their unique needs.

User creates labels and organize their email to reflect their


preferences. personal organization needs.

5 Learners can customise Gmail for their personal preferences.

User can add a signature in Gmail to email that identifies their title and contact info.

User adds a signature to their email and sends a message to coworker for feedback.

2. Design (Mapping the course & instructional planning)

Course Map Module # Course

Outcome Learning Objective

Bloom’s Level of Thinking for Objective

Assessment

Home Page

Introduce who the course is designed for and why a learner should take it.

Get motivated to take course.

Understanding None

Overview Explain why user should take this course, how course is organized, and overview of Gmail.

Describe who should take the course, how the course is organized, and explain what is Gmail.

Understanding Quiz: Multiple choice: General questions about why the district is using Gmail. Is course mandatory? Questions from video, such as how much storage space is allotted to each account.


User can independently reset their GPS password to gain access to the email system.

Remember User successfully resets their GPS password.

1 Learners can independently access their GPS Gmail account from

User can access the web interface for GPS Gmail system from a variety of locations

Apply User successfully logs into the GPS Gmail system from work and at home.


work and at home.

(work / home).


User can configure MS Outlook to send and receive email from Google.

Apply User successfully configures Outlook.


User can configure personal devices (phones/tablets) to access GPS Gmail.

Apply User successfully configures phone or tablet to access GPS Gmail.


Assess User Remember Quiz for module 1: T/F questions span module objectives such as format of email address, url to access Gmail, configuring devices, etc.

2 Learners can use Gmail to engage in professional / academic electronic communication

User can identify essential elements (such as create new email, forward, delete) in the Gmail web interface to engage in professional and academic electronic communication.

Understand Quiz: Multiple choice with images. Learner identifies a specific button/menu option in Gmail with it’s function. How to identify unread messages. How to access contacts.


User can create emails in the Gmail software.

Apply Quiz: User creates test messages and must use a code received in an autoreply message to answer question.

3 Learners can use Gmail to engage in

User can reply to, emails in the Gmail software.

Apply User replies to a test message.


professional / academic electronic communication


User can forward emails in the Gmail software.

Apply Quiz: User forwards a test messages and must use a code received in an autoreply message to answer question.


User can delete emails in the Gmail software.

Apply User deletes a test message.


User can compose emails with attachments, and process emails received with attachments in the Gmail software.

Apply User creates test messages with attachments.


User can locate emails using the search feature in Gmail.

Understand User searches and finds an email within Gmail.


Use the global directory to find recipients for email in Gmail.

Apply Quiz: User searches global address list to find the answers to a fill in the blank question.

4 Learners can use Gmail to engage in professional / academic

User can create a personal distribution group in Gmail.

Apply User creates personal distribution group.


electronic communication


User can create labels in Gmail to organize email efficiently according to their unique needs.

Understand / Apply User creates labels and organizes their email to reflect their personal organization needs.


User can add a signature in Gmail to email that identifies their title and contact info.

Apply User adds a signature to their email and sends to a coworker for feedback.


Assess user Remember Quiz for module 5: Multiple choice questions that span module objectives, such as differences between labels and folders, why use a signature, adding images to signatures, etc.

Questions &

Resources

Learner can locate answers to frequently asked questions, find additional Gmail resources, and ask a forum question.

None

Instructional Planning Module # Learning Objective Possible Activity Type of Interaction

Home Page

Get motivated to take course. Listen to voki introduce who this course if for and why to take it.

Absorb

Overview Describe who should take the course, how the course is organized, and explain what is

Watch video introducing Google and Gmail

Absorb


Gmail.

1a User can independently reset their GPS password to gain access to the email system.

Watch screencast for password reset, follow hyperlink in text, then perform password reset.

Absorb >>> Do

1b User can access the web interface for GPS Gmail system from a variety of locations (work / home).

Read instructions, click hyperlink, login to Gmail, provide links on how to bookmark page and create desktop shortcut.

Absorb >>> Do

1c User can configure MS Outlook to send and receive email from Google.

Read instructions, Follow screenshots. Configure Outlook mail client on user’s computer.

Absorb >>> Do

1d User can configure personal devices (phones/tablets) to access GPS Gmail

Read instructions, follow screenshots on how to configure Gmail accounts on multiple devices/phones

Absorb >>> Do

2 User can identify essential elements (such as create new email, forward, delete) in the Gmail web interface to engage in professional and academic electronic communication.

Watch Gmail intro video (interactive elements). Explore selfpaced guided tour of Gmail interface.

Absorb

3a User can create emails in the Gmail software.

Watch Youtube video on creating new email: Ask user to send email to specified email address using Gmail. Reply email will return a code to answer an assessment question.

Absorb >>> Do

3b User can reply to, emails in the Gmail software.

Reply to test email with Gmail

Do

3c User can forward emails in the Gmail software.

Forward an email using Gmail to a specified address. Forwarded email will reply with a code to answer an assessment question.

Do

3d User can delete emails in the Gmail software.

Delete email from Gmail Do

3e User can compose emails with attachments, and process emails

Watch video showing how to work with attachments.

Absorb >>> Do


received with attachments in the Gmail software

Create email and add attachment.

3f User can locate emails using the search feature in Gmail.

Watch video of Gmail search Absorb

4a Use the global contact list to find recipients for email in Gmail.

Find specified users in global contact list using search criteria. Answer questions about users.

Do >>> Connect

4b User can create a personal distribution group in Gmail.

Watch video on creating group. Read how to use distribution group examples. User creates a distribution group in Gmail.

Absorb >>> Do >>>Connect

5a User can create labels in Gmail to organize email efficiently according to their unique needs.

Watch video using labels. read examples of how to use labels. Ask user to identify how they can use labels and then have them create those labels in their Gmail.

Absorb >>> Do >>>Connect

5b User can add a signature in Gmail to email that identifies their title and contact info.

Watch video on creating signature. User creates signature in their Gmail account.

Absorb >>> Do

Questions &

Resources


Read through frequently asked questions, search additional resources, or ask a question in the forum.

Do

Motivation Planning

Module Plans to motivate your learners

Home Page Audio introduction to course using Voki.

Overview Introduction video from instructor describing module objectives. Gmail introductory video Why use Gmail, and how does Gmail help user?

Module 1: Accessing Gmail

Explain how great Gmail access will be from home, phones, tablets, etc. Screen capture demo of password reset. Quick guides to configure devices.


Module 2: Gmail interface

Introduction video from instructor describing module objectives.Selfpaced interactive Google activity where users click on Gmail interface and features are explained.Quiz: matching assessment with screenshots for Gmail terms and features.

Module 3: Working with mail

Introduction video from instructor describing module objectives. Connect user’s current email skills with Exchange to Gmail it’s not all new, just slightly different, but better! Send and receive test messages (create automated replies for test messages so user actually receives an email). User takes assessment where they have to enter a code which is in the reply email. Written instructions for tasks (create, reply, etc.) Users practice skills.

Module 4: Working with contacts

Introduction video from instructor describing module objectives. Video of benefits of using distribution groups. Google learning center webpages for procedures on tasks in module. Ask user to perform a search and enter the results in assessment for validation.

Module 5: Personalize Gmail

Introduction video from instructor describing module objectives. Motivate user to customise Gmail to their preferences. Youtube video on using labels. Written procedures for tasks. Practice by creating labels, and signature.

Questions & Resources

Even though this is a selfpaced course, learner can ask questions about content or provide feedback about course design. Make user feel like they are not alone in the course and that they input into the course.

Content Planning Module # Learning Objective Content

Home Page Get motivated to take course.

Voki introducing who this course if for and why to take it.

Intro Describe who should take the course, how the course is organized, and explain what is Gmail.

Introductory video about Google and Gmail LINK, QUIZ: Multiple Choice (in Canvas)

1a User can independently reset their GPS password to gain access to the email system.

Introduction video from instructor describing module objectives. Screencast demonstrating how to reset password. Written instructions with screenshots for download reference (PDF). Follow hyperlink and then perform password reset

1b User can access the web interface for GPS Gmail system from a

Written instructions with screenshot. Hyperlink to Gmail in lesson. User logs in to Gmail


http://youtu.be/f4nyBHGC5N0

variety of locations (work / home).

Provide links explaining how to bookmark page and create desktop shortcut

1c User can configure MS Outlook to send and receive email from Google.

Written instructions with screenshots taking user through configuration process. LINK: Outlook,

1d User can configure personal devices (phones/tablets) to access GPS Gmail

Written instructions explaining how to configure Gmail accounts on multiple devices (ios, android), Windows, Blackberry QUIZ: T/F (in Canvas)

2 User can identify essential elements (such as create new email, forward, delete) in the Gmail web interface to engage in professional and academic electronic communication.

User explores Gmail by using selfpaced, interactive overview created by Google. Application allows users to learn about the Gmail interface as their pace. (interactive elements). LINK QUIZ: Matching game assessment. (in Canvas)

3a User can create emails in the Gmail software

Introduction video from instructor describing module objectives. Video demonstrating how to create new email using Gmail. LINK Written instructions with screenshots demonstrating process. LINK ACTIVITY: Ask user to send email to specified email address using Gmail. Reply email will return a code to answer an assessment question. QUIZ: Fill in blank (in Canvas) (answer from reply)

3b User can reply to, emails in the Gmail software.

Video demonstrating how to reply to email using Gmail. LINK Written instructions with screenshots demonstrating process. LINK

3c User can forward emails in the Gmail software.

Video demonstrating how to forward email using Gmail. LINK Written instructions with screenshots demonstrating process. LINK ACTIVITY: Ask user to forward email to specified email address using Gmail. Reply email will return a code to answer an assessment question.


http://www.google.com/url?q=http%3A%2F%2Fwww.howtogeek.com%2F174837%2Fhow-to-add-your-gmail-account-to-outlook-2013-using-imap%2F&sa=D&sntz=1&usg=AFQjCNHII-BxaH_EBNM4QZmSzml4SqaCLg

https://support.google.com/a/users/answer/138740?rd=1



https://support.google.com/a/users/answer/4574657

http://4nodbmbq1kg3jfkhn7m4ua4bn329jbnf-a-sites-opensocial.googleusercontent.com/gadgets/ifr?url=http://hosting.gmodules.com/ig/gadgets/file/105629041657992777031/flash-wrapper.xml&container=enterprise&view=default&lang=en&country=ALL&sanitize=0&v=ac689478ee2d6fcb&libs=core&mid=150&parent=http://learn.googleapps.com/gmail-interactive-interface#up_flashvars&up_base&up_bg&up_url=https://storage.googleapis.com/enterprisetraining/gapps/user/gmail/current/gmail_inter/engage.swf&up_mode=window&st=e=AIHE3cAdSWBYvCbxpnRfpleJCl0KJs5qtb0%2FLiESMsFczoohzm6RJhX8dkLjUsGGBtplMAbz6phcSfrMxkTmNAt

http://youtu.be/WVQegYlA3DE

https://docs.google.com/a/u.boisestate.edu/document/d/13Yy7qfWDJaWZkbNN1OVfJG8Wfsv7VrplLGPGGyCCM4o/edit





QUIZ: Fill in blank (in Canvas) (answer from reply)

3d User can delete emails in the Gmail software.

Video demonstrating how to reply to email using Gmail. LINK Written instructions with screenshots demonstrating process. LINK

3e User can compose emails with attachments, and process emails received with attachments in the Gmail software

Video demonstrating how to add attachments in Gmail. LINKVideo Written instructions with screenshots demonstrating process. LINKText ACTIVITY: Send an email with an attachment.

3f User can locate emails using the search feature in Gmail.

Video demonstrating how to search for email in Gmail.LINKVideo Reference sheet of search terms: LINKreference search ACTIVITY: Search for emails in inbox.

4a Use the global directory to find recipients for email in Gmail.

Introduction video from instructor describing module objectives. Video demonstrating how to search for users in Gmail. LINKVideo Written instructions with screenshots demonstrating process. LINKText ACTIVITY: Ask user to find specified users in global address list using search criteria. Answer questions about users. QUIZ: T/F (in Canvas)

4b User can create a personal distribution group in Gmail.

Video demonstrating how to create a distribution group in Gmail. LINKvideo Written instructions on how to use distribution group examples. LINKText ACTIVITY: Ask user to create a distribution group in Gmail. LINKTexta

5a User can create labels in Gmail to organize email efficiently according to their unique needs.

Introduction video from instructor describing module objectives. Video demonstrating how to use labels to organize Gmail. LINKVideo




http://www.youtube.com/watch?v=fSV0n1xxOm4

http://www.google.com/url?q=http%3A%2F%2Fwww.webdevelopersnotes.com%2Ftips%2Fgmail%2Fgmail-attachments.php&sa=D&sntz=1&usg=AFQjCNHPbDTt3WMlwYLHjeXy7XKuRVDmlg

http://www.youtube.com/watch?v=Zd79-NZrqEg

https://docs.google.com/a/u.boisestate.edu/presentation/d/1V20sHgEnrcr--n6h4ixTMarEx5R0D4QBSPfRFNDF2r8/edit#slide=id.g5c4cceed_0_0

http://www.google.com/edu/training/tools/gmail/level2.html

https://docs.google.com/a/u.boisestate.edu/document/d/1a_C2j1t44Nhv83L0Z8SSoTC9LM3ROkEAsF9G---8lQU/edit

http://www.youtube.com/watch?v=36BxrvVM7mg

https://support.google.com/mail/answer/30970?hl=en

https://docs.google.com/a/u.boisestate.edu/document/d/17chvs1tE966Dz71GOJsq8JDGPNP9AzO_Fe83h1CumQY/edit

http://www.youtube.com/watch?v=dtkMovnbxAM

Written instructions on how to use how to use labels. Ask user to identify how they can use labels and then create those labels in their Gmail. LINKText

5b User can add a signature in Gmail to email that identifies their title and contact info.

Video demonstrating how to add a signature Gmail. LINKVideo Written instructions on how to create a signature in Gmail. LINKText QUIZ: Multiple choice (in Canvas)

Questions & Resources


Frequently asked questions. List of additional resources. User Forum (in Canvas).

Social Interaction Planning Module # Social Interaction

(none) Selfpaced course but I want to include a question and answer forum directed only to the instructor. It would be explained that users would not receive individual or timely feedback, but the questions would be answered periodically. This would allow users to provide feedback about the course, and also identify areas that might be confusing (based on number of learners who submit similar questions). In a selfpaced course, students can feel they have no voice in the course. The Q/A forum provides some opportunity for the student to give feedback. I chose to include a personalized introductory video for each module so the learner felt that there is actually an instructor associated with the course and not just a bunch of words on screens to read and activities to follow. I intentionally spoke in a casual tone, and tried to address the learner as if I was talking directly to them.

3. Prototype My course is being developed in the Canvas LMS application (www.canvas.instructure.com). There are no user controls for the course template or the site’s navigation features. The content in the individual pages can be modified, but I have chosen to use the provided heading 1, 2, 3,


https://docs.google.com/a/u.boisestate.edu/document/d/1TyIVjA_m7cSK5KcibNVKaIaJmxUNYiV7ruur5nKKwKA/edit

http://www.youtube.com/watch?v=0i4RyAjwflg

https://docs.google.com/a/u.boisestate.edu/document/d/1TyIVjA_m7cSK5KcibNVKaIaJmxUNYiV7ruur5nKKwKA/edit

http://www.google.com/url?q=http%3A%2F%2Fwww.canvas.instructure.com&sa=D&sntz=1&usg=AFQjCNGWAq3LT9u24E7DsH-Kg6CsKVA7gg

paragraph, and table elements for consistency. l tried my best to document the attributes for these styles but it was difficult. By looking at the CSS, I could determine some values, but other elements appear to to be described by another scripting technique. Some elements were determined by copying/pasting items from Canvas into Dreamweaver and Photoshop and then using the tools in those programs to match fonts and colors. Students can selfenroll in the course by following this URL: https://canvas.instructure.com/enroll/M9RBE8

Alternatively, you can sign up at https://canvas.instructure.com/register and use the following join code: M9RBE8

OR you can use my test account by going to https://canvas.instructure.com and using Username/email = pat_hanley password=edtech512

Typography Note: Google doc did not have Helvetica font so I used Arial in this table which is nearly identical. These items are Canvas elements.

Style fontfamily RGBcolor HEXcolor Fontsize fontweight Alignment

heading 1 (h1)

Helvetica 102,102,102 #666666 24pt bold left

heading 2 (h2)

Helvetica 51,51,51 #333333 18pt left

paragraph (p) Helvetica 51,51,52 #333333 13pt left

Emphasis Text Helvetica 51,102,255 #3366ff 13pt bold left

Table Caption Helvetica 51,102,255 #3366ff 13pt bold Center

Table Row Header Helvetica 51,51,52 #333333 13pt bold left

Table Elements Helvetica 51,51,52 #333333 13pt left

These items were used on buttons on the homepage which I created in Photoshop.


https://www.google.com/url?q=https%3A%2F%2Fcanvas.instructure.com%2Fenroll%2FM9RBE8&sa=D&sntz=1&usg=AFQjCNHI2jkVPLXz4PQdZ41tE-6aogIAUw

https://www.google.com/url?q=https%3A%2F%2Fcanvas.instructure.com%2Fregister&sa=D&sntz=1&usg=AFQjCNGsl0CxXm-YAekaPGIx7OOuj3PV-g

https://www.google.com/url?q=https%3A%2F%2Fcanvas.instructure.com%2F&sa=D&sntz=1&usg=AFQjCNENFfMG-pKAvwH91YlNHNn5x1NR0g

Style fontfamily RGBcolor HEXcolor Fontsize Notes

Header Helvetica 255,255,25

5 #FFFFF 24pt

Masthead Text: This is the logo for our district's website.

header Rochester

255,255,255

#FFFFFF 24pt Masthead Text second line: This is the logo for our district's website.

Module Helvetica 255,255,25

5 #FFFFFF 24pt

Button Module Text: Background: portion of district's web page background

1 Helvetica 255,255,25

5 #FFFFFF 60pt

Button Module Number: Background: portion of district's web page background

Portion of background image in header and buttons

Color Scheme FYI: I found this great tool to determine screen colors on Windows. Hover mouse over any element on screen and it returns color values in small window: http://www.colorschemer.com/colorpix_info.php

Color RGB HEX# Main Purpose

000 000000 Body text background

515151 333333 Body text

102102102 666666 Heading 1

515151 333333 Heading 2

51102255 3366ff Emphasis text / Table Caption


http://www.google.com/url?q=http%3A%2F%2Fwww.colorschemer.com%2Fcolorpix_info.php&sa=D&sntz=1&usg=AFQjCNE9cnRFEDqdv_3Z5OD7VBcDOiqFFA

085147 005599 NonVisited link

085128 005580 Visited link

232236239 E8ECEF Student view: Module Collapsed Background

233247255 EEF7FF Student view: Module Expanded Background

95101106 5F656A Student view: Top Banner

Background Image for

homepage header and buttons from district website.


Design Prototype This is the Main screen students see after they login to Canvas. The buttons take you to the selected module. The Voki is an introduction to the course. The header and color scheme mirrors our district's website.


This is the modules screen where users can drill through all content and activities. I have been working in module 3. There are content pages, an assignment, and a quiz.


This is a screenshot of a lesson page.

Design Justification My design options were somewhat limited as I used the Canvas LMS and the template is fixed. I could override its styles on selected pages, but that did not seem to make sense since their design is very pleasing and functional. For my home page, I tried to carry over the design and style of our district's website. I used the web page header as my banner and then made the buttons on the homepage that jump to the individual modules with part of the header as the background. (this carried over the school district's color scheme).

I tried to limit myself to just using paragraph, heading 2, and heading 3 styles in my pages to keep it simple. By using some inline HTML formatting, I was able to decrease the spacing after the H2 and H3 elements to move related elements closer together. My Canvas teacher account does not give administrative rights, or I could have enabled an option to connect my own CSS page to control formatting. The elements of CARP were taken into account by the Canvas template designer. My job was to figure out how to use the various options to create a site that followed their architecture (i.e. using their assignment and quiz type pages instead of just typing


my text on a blank page).

By applying the builtin features of the Canvas platform, the course flows nicely and is easy to navigate. I did pay special attention to making sure I used the same words for section headings and referred to certain aspects like "user" versus "learner" consistently. Typography is very basic: helvetica in a few different sizes. Easy to read on most screens and part of the template.

My most "creative" page is the home page, and I tried several different layouts before choosing the final design. I eventually chose a basic three column design with the Voki in column 1 and then two columns for the buttons. It just didn't work well in my mind when I had the Voki above or below the buttons as this element is only really of value the first time you watch it, and I didn't want it to compete with the buttons. I played a lot with sizing the buttons and the Gmail logo as I wanted to limit the need for users to scroll the page. I also experimented with the starburst effect on the buttons for the overview and resources modules. I liked this option instead of numbering 6 separate modules.

4. Formative Evaluation

Process The formative review will be conducted by electronic survey using Google Forms. Reviewers will be sent an email containing:

● A brief explanation as to why they are being asked to review the course ● Details on how to access the online course (URL & login codes to join course) ● A due date by which the survey must be completed ● A summary of the course’s learning objectives

The survey consists of 15 questions and most answers will be scored on a 5 point Likert scale. There are three questions where the evaluator can add comments and one multiple checkbox question. Email that will be sent to volunteers Thank you for volunteering to evaluate the Gmail101: Getting Started with Gmail online course. Your input is a critical component in the development of this course. This survey is intended to gather feedback on the overall design of the Gmail101 course, its navigation structure, as well as the effectiveness of the course’s learning objectives being met. Please answer the survey questions with the focus that your evaluation will help shape the final design of the course. There are 15 questions in the survey and it should take less than 10 minutes to complete. Take


https://docs.google.com/a/u.boisestate.edu/forms/d/1TpEvtNVJ5ewNK9v2Yhta4Ke0TTy7OkKnXtf7NKPhuys/viewform

the Survey. You can access the Gmail101 course by following this link: https://canvas.instructure.com/enroll/M9RBE8 If you feel that you will not be able to complete the survey by 7/26/14, please email me so that I can select another volunteer. As you complete the survey, please keep in mind that the goal of this course is to enable users to independently use Gmail for all email communication as required for employment or classwork. There are three major objectives:

1. Learners can independently access their GPS Gmail account from work and at home. 2. Learners can use Gmail to engage in professional / academic electronic communication. 3. Learners can customise Gmail for their personal preferences.

Thank you for your participation. Jim

Reviewers Four individuals will review this course to provide feedback on the overall design of the course, the navigation structure, as well as the effectiveness of the course’s learning objectives being met. The reviewers are: (note psuedo names were used for confidentiality, but they represent real people) Stephany Remill Stephany is a network technician at GPS and is proficient with Gmail. She is considered a subject matter expert for this evaluation and will provide feedback on the selection of Gmail resources. She will also be able to comment if the lessons are appropriate lengths, and if the learning objectives account for the key set of skills Gmail users require. Cinde Windmer Cinde is a secretary in the school district and is a high volume email user. She has no prior experience with Gmail. She will need to use every Gmail feature covered in this course on a weekly basis to perform her job. Cinde will be provide feedback on all aspects of the course design Eryn Murtagh A Guilford Public Schools High School student who will be issued a Gmail account this academic year (20142015). She has considerable computer experience, but limited use of Gmail. She will be able to assess the overall design of the course for navigation and ease of use, as well as assess the effectiveness of the lessons. Pam Mercer Pam is not affiliated with the school district. She is an experienced Gmail user and will be able to comment on the effectiveness of the chosen resources, as well as the topics selected for each module. Pam understands the intent of this course and can help assess


https://docs.google.com/a/u.boisestate.edu/forms/d/1TpEvtNVJ5ewNK9v2Yhta4Ke0TTy7OkKnXtf7NKPhuys/viewform

https://www.google.com/url?q=https%3A%2F%2Fcanvas.instructure.com%2Fenroll%2FM9RBE8&sa=D&sntz=1&usg=AFQjCNHI2jkVPLXz4PQdZ41tE-6aogIAUw

whether or not the course satisfies the district’s needs.

Questions These are the questions I plan to ask my evaluators.

Likert rating scale is the same for questions 111 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree

1. I found the site easy to navigate.

2. The videos are effective tools to help me learn the module’s topic.

3. The videos are easy to play and worked consistently.

4. The amount of material covered in each module is appropriate.

5. The quizzes are useful and help reinforce the module’s key concepts.

6. The introductory videos in each module make me feel as if the instructor is teaching to me.

7. It is easy to register for and access the course.

8. The amount of time required to complete the course is appropriate.

9. After completing the course, I can now use Gmail independently to accomplish my job or school work.

10. After completing the course, I am confident that I can access Gmail on multiple devices.

11. After completing the course, I can customize Gmail to my preferences.

12. The site navigation can be improved by:____________

13. I wish the course included the following topics:_______________

14. If the course was going to be modified, I would suggest changing:_____________________

15. I accessed the course on the following devices:

a. Window’s Computer


b. Mac Computer c. iPad or iPhone d. Other smartphone e. Other tablet f. Other device: specify_____________

Formative Evaluation Results Question 1 Reviewer 1 Reviewer

2 Reviewer 3 Reviewer 4

I found the site easy to navigate. 4 4 5 5

Mean [average] for Likert scale questions: 4.5 Revisions you will make based on this data.

Navigation controlled by Canvas template.

No changes.

Navigation controlled by Canvas template.

No changes.

None None

Question 2 Reviewer 1 Reviewer 2

Reviewer 3 Reviewer 4

The videos are effective tools to help me learn the module’s topic. 5 5 5 5

Mean [average] for Likert scale questions: 5 Revisions you will make based on this data.

None None None None



The videos are easy to play and worked consistently. 4 3 3 4


Investigate canvas

forums and manuals. Modify as necessary.

(see comments

Investigate canvas


Investigate canvas


Investigate canvas



at end of section)



The amount of material covered in each module is appropriate. 5 4 5 5


None None None None



The quizzes are useful and help reinforce the module’s key concepts. 5 5 5 5


None None None None



The introductory videos in each module make me feel as if the instructor is teaching to me. 5 5 5 5


None None None None



It is easy to register for and access the course. 4 5 5 5


None None None None




The amount of time required to complete the course is appropriate. 4 4 5 5


Course was intended to take just over 2 hours.

Confirm with evaluators how long

course took them. (see

comments at end of section)

Course was intended to take just over 2 hours. Confirm with

evaluators how long

course took them. (see comments at end of section)

None None



After completing the course, I can now use Gmail independently to accomplish my job or school work. 5 4 5 5


None None None None



After completing the course, I am confident that I can access Gmail on multiple devices. 5 5 5 5


None None None None



After completing the course, I can customize Gmail to my preferences. 5 4 4 5



None None None None



The site navigation can be improved by: Nothing major.

Making videos work more easily on iPad.

Full screen not visualized

on ipad, Youtube

videos don't connect

immediately

Larger fonts.

Essay Revisions you will make based on this data.

None Investigate iPad in Canvas

support and forums.

Adjust site if possible

(see comments at end of section)

Investigate iPad in Canvas

support and forums.

Adjust site if possible.

(see comments at end of section)

Fonts seem appropriate. No change. Design part of Canvas template.



I wish the course included the following topics:

It has everything I need to do for

work.

nothing How to use the calendar

Essay: Revisions you will make based on this data.

None None None None at this time. Maybe

future course.



If the course was going to be modified, I would suggest changing:

Nothing. Just the videos.

Add more modules like

for the calendar and Google Drive


Essay Revisions you will make based on this data.

None Examine playback. Contact canvas support (see

comments at end of section)

None None at this time. Maybe

future course.



I accessed the course on the following devices:

Window’s Computer

iPad or iPhone

iPad or iPhone

Window’s Computer

Checkboxes (multiple answers) Revisions you will make based on this data.

None Conduct testing on iPad (see comments at end of section)

None None

Changes Based on Formative Review Feedback The majority of feedback for the Gmail course is positive and requires no changes to the course. Any items which scored a 5 are considered complete. Items with lower scores were investigated to see how the course could be improved. Several items were reported by users regarding display issues with the Canvas course on iPads. From my research on the Canvas support forums, it appears that this is a known problem with embedding YouTube content on IOS devices. The user sees a thumbnail of the video as well as a hyperlink to the video. By clicking on the video, playback is inconsistent. Clicking on the hyperlink works fine. I will add an item to the Frequently Asked Questions to address this issue. iPad users also reported that images for the buttons on the homepage get cut off because the Canvas application adds a right side navigation bar which can’t be resized or eliminated. To help with this issue, I resized the buttons from 270px wide to 190px wide and then reorganized the layout of the homepage to apply CARP. One reviewer made a comment about the length of the course. It was verified that the course took the appropriate amount of time, but the user just wanted an overall shorter experience. No changes will be made. Some users gave feedback regarding font sizes and other display elements. Since the Canvas template does not easily permit sitewide CSS changes, no modifications to display elements


will be made. Based on user feedback, and my own frustrations with modifying the Canvas template, I would not recommend using Canvas for this type of course in the future. Moodle can provide all the required functionality for the course, as well as permitting sitewide control of the layout. Moodle also has much better support for embedded content and IOS display.

5. Summative Evaluation For my summative review, I will engage the services of my peers. I work out of two locations in our district. In one location, there are four executive secretarial positions. All of these users will be high volume Gmail users. In the other location, there are two highly computer proficient technical support staff employees, whose role it is to support staff and students with computer issues. During the Gmail transition, these staff members will be part of the front line of support for Gmail. My summative plan is to personally evaluate the four secretarial positions. Since I am in close proximity to these users, I will be able to monitor their progress through the course, as well as their use of Gmail. Based upon their success (or failure), I should be able to determine where the course is working and where modifications might need to be made. I will be the primary technical support resource for these users, so I will be exposed to all aspects of their Gmail use (especially for potential new topics that could be included in revised versions of the course). The support technicians will log incidents in our district help desk ticketing system. By running reports, I will be able to see the frequency and nature of student and faculty problems with Gmail. Based upon the need, I can modify the course by providing additional resources or clarifying existing material, or I can prepare technical support bulletins that our district technicians can access, and distribute to end users if necessary. Since I sit next to these employees, I will hear their phone support conversations, and will be able to ask clarifying questions as opportunities arise. I also intend to conduct a short survey in October for faculty and students about their transition experience and their use of Gmail. The survey will include questions regarding the online course and the entire Gmail process. If this course is well received, and if the data shows that it was helpful in making a smooth transition, I might try to replicate the process for additional Google functionality such as the calendar and Drive functions (which were requested during the formative evaluation). This will be included as a survey question There is constant change to employee staffing and student enrollment within the school system. In addition to being a valuable aid in the widescale migration process taking place in September, I envision that this course could become the district’s de facto training for new Gmail users.


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