integrating web-based technologies
DESCRIPTION
This instructional design plan was created to train teachers how to use and continue to locate worthwhile instructional technologies.TRANSCRIPT
Page | 1
Training for the 2.0 Classroom: Becoming Familiar with
Interactive Internet-Based Technologies
By Dan Gibson
EDCI 575: Spring Semester
March 2, 2012
Page | 2
Executive Summary
The Challenger Center’s origins begin with the January 28, 1986 Challenger Space Shuttle
tragedy. Only seventy-three seconds after liftoff, the crew of seven lost their lives in an
explosion. After several years, the Northwest Indiana Challenger Learning Center (CLC) was
established on March 6, 1999. Shortly after its opening Rebecca Manis developed several Power
Points to brief students prior to participating in a Challenger mission. The center is still using
these briefings. To develop new briefings with web-based instructional tools, it was requested to
train CLC staff on integrating web-based instructional tools.
Students are used to being over-stimulated and engaged with multimedia. They are easily bored
with text-based learning. Similarly, students are unengaged in out-dated Power Point
presentations. It is recommended the CLC staff:
Become aware of web-based instructional tools
Utilize web-tools that would benefit their organization’s mission
Specifically use Prezi to redesign their briefings
Connect with like-minded professionals to stay up-to-date with new
information/communication technologies offered online
An online course, Integrating Web-Based Technologies, was developed to train the CLC staff on
using web-based technologies within their instruction. The main instructional goals for the
online course include:
The learners will be presented with content on the Web 2.0 concept. They will
additionally perform research to become aware of new web-based technologies, which
will assist the CLC and its staff’s professional career to become more up-to-date with
current Internet technologies.
At the course’s conclusion, the learners will continue to connect with educational
professionals and resources through the development of a personal learning network
(PLN). This PLN will focus on locating worthwhile and current educational
technologies, which will ultimately be used to facilitate student learning.
The learners will modify their briefings using Prezi, which is a web-based presentation
tool. Additionally, from their online research, learners will create instructional products
to aid their classroom instruction.
Through this online training session, the CLC staff will develop their ability to engage in Internet
technologies, which can bring their Power Point briefings and procedures for interacting with
clients into the 21st Century. The overwhelming abundance of digital media and the proliferation
of new information/communication technologies online offer instructors myriad opportunities to
interact, create, and inspire learning. Ultimately, the CLC staff will be to maintain a sustainable
clientele and reach a broader market, while continually improving presentations and
communication techniques.
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Table of Contents
Title Page .........................................................................................................................................1
Executive Summary .........................................................................................................................2
Table of Contents .............................................................................................................................3
Introduction to Problem ...................................................................................................................4
Topic, Goals, and Learner Analysis ................................................................................. 5-6
Instructional Strategies Map ................................................................................................7
Planning Grid ................................................................................................................... 8-9
Assessment Plan........................................................................................................... 10-11
Course Map ........................................................................................................................12
Course Outline ............................................................................................................. 13-14
References ......................................................................................................................................15
Appendix A (Learner Analysis Survey) .................................................................................. 16-18
Appendix B (Course Rubrics) .................................................................................................. 19-22
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Introduction to Problem: Challenger Learning Center Briefings need Updating
Initially, the director of the Northwest Indiana Challenger Learning Center (CLC) requested a
training module to help revamp her existing briefings, which were created with Power Point
software. She expressed the importance of training her staff to become more aware of
instructional tools available online. It was also requested that the presentation program be able
to integrate video and sound. Basically, she wanted her staff to be able to create products that at
least appeared “more technologically advanced.”
Additionally, she wanted to locate an online area to upload and share documents with
collaborating teachers. These presentations and procedures need to change. The CLC staff
needs to know how to construct briefings that appeal to 21st Century Learners.
Condition:
The CLC staff is presenting out-dated
Power Points briefings to local school
groups and utilizing similarly out-dated
procedures for interacting with clients.
Criterion:
The CLC staff needs to develop their
ability engage in Internet technologies
that can bring their Power Point
briefings and procedures for interacting
with clients into the 21st Century.
Symptoms:
The CLC briefings are poorly constructed
and/or need to be up-dated.
CLC clients are not engaged by the briefings.
CLC clients do not return because of lack of
interest.
CLC doesn’t seem technologically up-to-date.
Causes:
Staff members are unaware of web-based
presentation tools.
Staff have not up-dated their briefings.
Staff doesn’t know where to begin looking for
web-based instructional tools.
Staff doesn’t have time to locate worthwhile
online tools.
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Topic
This course was designed to introduce CLC employees and K-12 teachers to current web-based
instructional tools. Through this instructional module, CLC staff and interested teachers within
the Hanover Community School Corporation can participate in a “Just in Time” (p. 196) training
program to assist their understanding of worthwhile web tools (Simonson et al., 2012). These
web tools should motivate and facilitate student learning.
Because there are so many worthwhile web tools available online, there will be a focus on
presentation tools and document sharing tools. Each web tool would be explained utilizing
several instructional strategies/aides. Screencasts, task analysis (procedural resources), and
student communication online will be promoted through the Coursekit learning management
system (LMS). Learner’s finished products will be shared with the class and assessed using a
rubric.
Instructional Goals
1. The learners will be presented with content on the Web 2.0 concept. They will
additionally perform research to become aware of new web-based technologies, which
will assist their company and their professional career to become more up-to-date with
current Internet technologies.
2. At the course’s conclusion, the learners will continue to connect with educational
professionals and resources through the development of a personal learning network
(PLN). This PLN will focus on locating worthwhile and current educational
technologies, which will be used to facilitate student learning.
3. The learners will modify their briefings using Prezi, which is a web-based presentation
tool. Additionally, from their online research, learners will create instructional products
to aid their classroom instruction.
Learner Analysis
Primarily, the audience for this training module is the CLC staff, but the course could also be
used to train educators in a K-12 school system. Participants will be given time to complete
instructional activities while at work. It will also be encouraged to complete tasks in their spare
time. Time might be limited for participants. So, participation in online discussion should be
made engaging, easily accessible, and also optional.
According to the CLC’s director, the CLC staff was characterized as being:
“Somewhat comfortable” with the skills needed to participate in the web-based
interaction necessary for an online course
“Somewhat slow” to adapt to new technology
“Very familiar” with the use of educational technology for instructional purposes
“A little tentative with new technologies”
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Unmotivated to search for web-based instructional products
Familiar with presenting content
The CLC’s need for tech-savvy staff members is highly important to the center’s director.
Overall, the facility is utilizing antiquated instructional technologies. In order to continue their
services, the institute must continuously investigate and implement the latest educational
technology.
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Pre-Instruction
-Welcome letter for participants
-Participant introductions
-Coursekit orientation videos
-Web 2.0 questions and research:
*What does Web 2.0 mean?
*Locate a Web 2.0 instructional tool.
-Course map and calendar with dates and syllabus with expectations
Presentation of Content
-Define Web 2.0 concept
-Provide hypermedia resources
-Screencast demonstrations and directions
-Provide files and links as resources to investigate Prezi
-Provide examples of finished products created using Prezi
-Procedural list for using the tools
-Video presentations
Activate Student Learning
-Research Web 2.0 content
-Discussion questions and interaction
-Example questions:
*What benefits do you see in using this product?
*How could this improve your instruction?
-Learner-centered project that relates to their job
-Share and evaluate projects with the peers and instructor
Learning Assessment
-Assess learner discussions using discussion comment rubric
-Assess whether participants completed all requirements
-Assess projects using project rubric
*Have learners post their products to the LMS
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INSTRUCTIONAL GOAL: The learners will be presented with content on the Web 2.0 concept. They will additionally perform
research to become aware of new web-based technologies, which will assist their company and their professional career to become more
up-to-date with current Internet technologies. At the course’s conclusion, the learners will continue to connect with educational
professionals and resources through the development of a personal learning network (PLN). This PLN will focus on locating worthwhile
and current educational technologies, which will be used to facilitate student learning.
Tasks
Instructional Objectives
Performance-
Content
Matrix
Initial Presentation
Strategy
Generative Learning
Strategy
Assessment Item(s)
Introduction
to Course
Management
System
Using their email accounts and
the course management system
(Coursekit), learners will review
the course layout, features,
resources, and syllabus through
an online tutorial.
procedure-
recall and
apply
Post and/or link learners
to videos, which will
acquaint learners with the
CMS system.
Learners could also
benefit from a procedural
tutorial on “getting
started” with Coursekit.
Learners will watch
video tutorials and
attempt to complete the
tasks.
Learners will perform
the tasks associated
with the procedural
tutorial.
Learners will have
logged in, commented on
posts, and completed all
the assigned
requirements within
Coursekit’s “Stream”
tab.
Research
Web 2.0
Concept
After reviewing resources linked
through the first assignment on
Coursekit, learners will
paraphrase and post their own
definition of Web 2.0
technologies to the online
discussion board.
concept-recall Post assignment, guiding
question, and rubric to
course management
system.
Learners post their
definitions of Web 2.0
technologies.
Posts can be graded
using a rubric to assess
learners’ responses and
comprehension of the
concept.
Review Web
2.0 Tools
Using Coursekit’s comment
section, learners will locate and
share at least one example of a
Web 2.0 instructional tool from
shared resources.
concept-apply Post assignment question
to course management
system.
Learners post their
findings onto
Coursekit’s Stream
Learners’ posts will be
graded as completed or
not completed (i.e.
checklist)
Locate Usable
Web 2.0
Tools
When presented with various
resources to review web-based
presentation tools, the learner
will distinguish at least one web-
based tools best suited for their
company’s needs.
concept-apply Present students with a
list of presentation and
slideshow web tools.
Students evaluate the
web tools and list why
a specific tool best
suits their institute’s
needs.
Learner’s post can be
assessed using a rubric.
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Continuation
of Working
with Web-
Tools
To continue to locate worthwhile
web-based tools for educational
purposes, learners will create a
personal learning network
through Twitter and Diigo,
which will be focused on web
technologies as they relate to
their institute’s interests.
procedure-
apply Present information on
developing networks to
learn continuously about
various Web-based
educational tools.
Students will create
profiles on Twitter
and Diigo (social
bookmarking site),
and/or a blog space
for their continued
personal learning.
Learners creation of
PLNs will be graded as
completed or not
completed (i.e.
checklist).
INSTRUCTIONAL GOAL: The learners will modify their briefings using Prezi, which is a web-based presentation tool. Additionally,
from their online research, learners will create instructional products to aid their classroom instruction.
Tasks
Instructional Objectives
Performance-
Content
Matrix
Initial Presentation
Strategy
Generative Learning
Strategy
Assessment Item(s)
Prezi
Tutorials
With the resources provided
through the assignment’s
description, learners will review
resources for successfully using
the Prezi presentation tool.
procedure-
apply Post assignments and draw
students’ attention to
online resources for
engaging in the Prezi
production tool.
Learners review
online tutorials to
successfully use the
Prezi website.
Learners’ Prezi and/or
other instructional
products can be assessed
using a rubric.
Prezi Project
Using Prezi and/or other online
presentation tools, learners will
reconstruct Power Point
presentations to integrate
hyperlinks, videos, and/or audio
within the slides.
procedure-
apply Engage learners in the
creation of a Prezi
presentation.
Provide assistance and
help when needed.
Learners’ can post
instructional products
for others to critique
and share their work
in progress.
Learners’ Prezi and/or
other instructional
products can be assessed
using a rubric.
Using Other
Web-Tools
From previous online research,
learners will construct one
additional presentation,
slideshow, or video with the web
tools to assist their instruction.
procedure-
apply Provide learners with
online resources to locate
presentation, slideshow,
and/or other pertinent web-
based instructional tool.
Learners will post
links to additional
instructional products
they created.
Learner’s additional
projects can be assessed
using a rubric similar to
the Prezi project rubric,
but more focused on a
generic presentation
rubric.
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Assessment Plan
Objectives Task and/or Assessment Graded Using
Using their email accounts and the course
management system (Coursekit), learners will
login and review the course layout, features,
resources, and syllabus through an online tutorial.
Learners will watch video tutorials and attempt to complete the
tasks. Learners will perform the tasks associated with the
procedural tutorial. Learners will have logged in, commented on
posts, and completed all the assigned requirements within
Coursekit’s “Stream” tab.
Checklist entitled: Course
Participation and PLN
Creation
After reviewing resources linked through the first
assignment on Coursekit, learners will paraphrase
and post their own definition of Web 2.0
technologies to the online discussion board.
Learners post their definitions of Web 2.0 technologies. Posts can
be graded using a rubric to assess learners’ responses and
comprehension of the concept.
Rubric entitled: Online
Discussion Posts
Using Coursekit’s comment section, learners will
locate and share at least one example of a Web 2.0
instructional tool from shared resources.
Learners post their findings on to Coursekit’s Stream. Learners’
posts will be graded as completed or not completed. Within the
checklist, the category will be the completion of course
requirements.
Checklist entitled: Course
Participation and PLN
Creation
When presented with various resources to review
web-based presentation tools, the learner will
distinguish at least one web-based tools best suited
for their company’s needs.
Students evaluate the web tools and list why a specific tool will
best suit their institute’s needs. Learner’s post can be assessed
using post rubric.
Rubric entitled: Online
Discussion Posts
To continue to locate worthwhile web-based tools
for educational purposes, learners will create a
personal learning network through Twitter and
Diigo, which will be focused on web technologies
as they relate to their institute’s interests.
Students will create profiles on Twitter and Diigo (social
bookmarking site), and/or a blog space for their personal learning.
Learners creation of PLNs will be graded as completed or not
completed.
Checklist entitled: Course
Participation and PLN
Creation
With the resources provided through the
assignment’s description, learners will review
resources for successfully using the Prezi
presentation tool.
Learners review online tutorials to successfully use the Prezi
website. Learners’ final Prezi can be assessed using a rubric.
Rubric entitled: Power Point
Appearance and Content
Transfer: Prezi Project
Using Prezi and/or other online presentation tools,
learners will reconstruct Power Point presentations
to integrate hyperlinks, videos, and/or audio
within the slides.
Learners’ can post instructional products for others to critique and
share their work in progress. Learners’ Prezi and/or other
instructional products can be assessed using a rubric.
Rubric entitled: Power Point
Appearance and Content
Transfer: Prezi Project
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From previous online research, learners will
construct one additional presentation, slideshow,
or video with the web tools to assist their
instruction.
Learners will post links to additional instructional products they
create from other web tools. Learner’s additional projects can be
assessed using a rubric similar to the Prezi project rubric, but more
focused on a generic presentation rubric.
Rubric entitled: Additional
Presentation or Slideshow
Project
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Course Outline: Integrating Web-Based Technologies
I. Syllabus
A. LMS (Coursekit) overview
B. Instructor availability
C. Learning goals and objectives
D. Course content
E. Course design
II. People
A. Learners
B. Instructor
C. Evaluator
III. Resources
A. Files and documents
B. Hyperlinks
a. Blog Posts
b. Video
c. Other Websites
IV. Stream
A. Student discussion posts
a. Introductions
b. Questions
c. Collaboration/communication
B. Instructor discussion posts
a. Introduction
b. Hypermedia (audio, video, blog posts, files, links)
c. Questions
d. Assistance
V. Assessments
A. Rubric for Prezi Project
B. Rubric for posts and involvement
C. Checklist for course completion
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D. Checklist for the creation of a PLN (Twitter and Diigo)
VI. Calendar
A. Seminar
a. How to use this online course?
B. Assignments
a. Define Web 2.0 in your own words
b. Social Bookmarking to save Web 2.0
c. Locate and Share Web 2.0 Resources
d. Create a PLN with Twitter
e. Extention of Learning: Creating an Additional Slideshow or Presentation
C. Exam Review
a. Logging into Prezi and Exploring
b. Working with Prezi Online
D. Exam
a. Prezi Project
E. Submit Work
a. To the stream
b. To the instructors email
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References
Challenger Center (2012). Chronology: 1986-1995. Retrieved from:
http://www.challenger.org/about/y1986-1995.cfm
Morrison, Ross, Kalman, & Kemp (2011). Designing Effective Instruction 6th Edition.
Hoboken, NJ: John Wiley & Sons, Inc.
Palmer, M (2002). Role of the online instructor/facilitator. Indiana University-Purdue
University Indianapolis. Retrieved from:
http://www.iupui.edu/~idd/online_teaching/1/1_1.htm
Qualtrics (2011). Qualtrics Survey Software. Retrieved from
http://www.itap.purdue.edu/learning/tools/qualtrics/index.cfm
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a
distance: Foundations of Distance Education. Boston, MA: Pearson.
Page | 16
Appendix A
1. What type of learners would you characterize the majority of your staff members as?
# Answer
Response %
1 Self-directed
0 0%
2 Teacher-directed
0 0%
3 Combination of both
1 100%
Total 1 100%
2. How comfortable is your staff with the required web-based interaction for an online
course?
# Answer
Response %
1 Very Comfortable
0 0%
2 Comfortable
0 0%
3 Somewhat Comfortable
1 100%
4 Not Comfortable at all
0 0%
Total 1 100%
3. Do you have a dedicated place with a computer and Internet access for your staff to work
on instructional activities?
# Answer
Response %
1
No, I do not know where my staff will complete these tasks.
0 0%
2
My staff may be given sometime at the CLC to complete these tasks.
1 100%
3
My staff will have a specific place identified to complete these tasks.
0 0%
Total 1 100%
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4. How fast or slow would you rate your staff in their ability to adapt to new technologies?
# Answer
Response %
1 Very Slow
0 0%
2 Slow
0 0%
3 Somewhat Slow
1 100%
4 Somewhat Fast
0 0%
5 Fast
0 0%
6 Very Fast
0 0%
Total 1 100%
5. How familiar is your staff to using educational technologies for instruction?
# Answer
Response %
1 Very Familiar
1 100%
2 Familiar
0 0%
3 Somewhat Familiar
0 0%
4 Not Familiar
0 0%
Total 1 100%
6. Can you tell me any pertinent information about your staff to assist with training? (i.e.
techie abilities, motivation, enthusiasm levels, or anything else)
Text Response
They are a little tentative with new things in that they have to be told exactly how to do things that involve computers and new programs. They don't really try to learn new things through their own motivation. They like things spelled out for them.
7. What do you hope to gain from this training? (Don't limit your response.)
Text Response
I hope that we can find a new program or two to upgrade our operations to be more forward thinking and technologically advanced. I feel like we're about a decade behind where we should be in how we present things to our guests/clients. I hope that at least one of the staff will pick up on what you give us and run with it as they don't typically seem to do this on their own.
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8. Please rank the items below in the order of importance. you would like your staff to have
access to in the online training.
# Answer 1 2 3 4 5 6 7 8 Responses
1
Discussion board to engage in online questions and/or collaboration.
0 0 0 0 1 0 0 0 1
2 Video Tutorials
0 0 0 0 0 1 0 0 1
3
Lists and Summaries of Web 2.0 Resources to Assist with Instruction
0 0 1 0 0 0 0 0 1
4
Area to Post and Critique Instructional Projects
0 0 0 0 0 0 1 0 1
5
Screenshot Tutorials with Written Directions
0 1 0 0 0 0 0 0 1
6 Presentation Tools Online
1 0 0 0 0 0 0 0 1
7 Document Sharing Tools Online
0 0 0 0 0 0 0 1 1
8
Collaboration and Discussion Tools Online
0 0 0 1 0 0 0 0 1
Total 1 1 1 1 1 1 1 1 -
9. Are there any additional comments you would like to make at this time? (If yes, write your
response in the text box and don't limit your thoughts.)
# Answer
Response %
1 Yes
1 100%
2 No
0 0%
Page | 19
Appendix B
Online Discussion Posts
CATEGORY 3 2 1
Learning Community
Contributions
Aware of needs of
community; frequently
attempts to motivate
the group discussion;
presents creative
approaches to topic
Frequently attempts to direct
the discussion and to present
relevant viewpoints for
consideration by group;
interacts freely
Occasionally makes
meaningful reflection
on group’s efforts;
marginal effort to
become involved with
group
Relevance of Posts Prompts further
discussion of topic by
relating to real
personal learning
experiences. Locates
related resources to
share.
Posts topics which are related
to resources and to
peer’s/instructor’s postings.
May locate additional resources
to share with group.
Posts topics which
relate to the resources.
Shares unrelated posts
and information.
Complete Response Answers all of the
questions associated
with the posts,
assignments, or exams
within his/her own
words. The author
may include links,
quotes, and other
pertinent information
to add to the learning
experience.
Answers most of the questions
associated with the posts,
assignments, or exams.
Answer does not
relate to the original
questions associated
with the posts,
assignments, or
exams.
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Power Point Appearance and Content Transfer: Prezi Project
CATEGORY 4 3 2 1
Originality Presentation shows
considerable
originality and
inventiveness. The
content and ideas
are presented in a
unique and
interesting way.
Presentation shows
some originality
and inventiveness.
The content and
ideas are presented
in an interesting
way.
Presentation shows
an attempt at
originality and
inventiveness on
occasions.
Presentation is a
rehash of other
people\'s ideas
and/or graphics and
shows very little
attempt at original
thought.
Prezi: Media and
Technology
All graphics are
attractive (size and
colors) and support
the theme/content
of the presentation.
At least one video,
hyperlink, and/or
audio file was
inserted into the
Prezi, which
correlated to the
presentation's
topic.
A few graphics are
not attractive but
all support the
theme/content of
the presentation.
There is one video,
hyperlink, and/or
audio file within
the Prezi to provide
students additional
information from
the web.
All graphics are
attractive but a few
do not seem to
support the
theme/content of
the presentation.
Some graphics
might be too
pixelated. Video,
hyperlink, and/or
audio file within
the Prezi may not
work.
Several graphics
are unattractive
AND detract from
the content of the
presentation. No
video or video link
was inserted into
the Prezi. In
addition, no
hyperlink was
included within the
final Prezi.
Sequencing of
Information
Information is
organized in a
clear, logical way.
It is easy to
anticipate the type
of material that
might be on the
next card.
Most information
is organized in a
clear, logical way.
One card or item of
information seems
out of place.
Some information
is logically
sequenced. An
occasional card or
item of information
seems out of place.
There is no clear
plan for the
organization of
information.
Text - Font
Choice &
Formatting
Font formats (e.g.,
color, bold, italic)
have been carefully
planned to enhance
readability and
content.
Font formats have
been carefully
planned to enhance
readability.
Font formatting has
been carefully
planned to
complement the
content. It may be a
little hard to read.
Font formatting
makes it very
difficult to read the
material.
Page | 21
Additional Presentation or Slideshow Project
CATEGORY 4 3 2 1
Originality Presentation shows
considerable
originality and
inventiveness. The
content and ideas
are presented in a
unique and
interesting way.
Presentation shows
some originality
and inventiveness.
The content and
ideas are presented
in an interesting
way.
Presentation shows
an attempt at
originality and
inventiveness on
occasions.
Presentation is a
rehash of other
people\'s ideas
and/or graphics and
shows very little
attempt at original
thought.
Media and
Technology
All graphics are
attractive (size and
colors) and support
the theme/content
of the presentation.
There is at least
one video,
hyperlink, and/or
audio file within
the program, which
correlated to the
presentation's
topic.
A few graphics are
not attractive but
all support the
theme/content of
the presentation.
There is one video,
hyperlink, and/or
audio file within
the program to
provide students
additional
information from
the web.
All graphics are
attractive but a few
do not seem to
support the
theme/content of
the presentation.
Some graphics
might be too
pixelated. Video,
hyperlink, and/or
audio file within
the program may
not work.
Several graphics
are unattractive
AND detract from
the content of the
presentation. No
video or video link
was inserted into
the program. In
addition, no
hyperlink was
included within the
final program.
Sequencing of
Information
Information is
organized in a
clear, logical way.
It is easy to
anticipate the type
of material that
might be on the
next card.
Most information
is organized in a
clear, logical way.
One card or item of
information seems
out of place.
Some information
is logically
sequenced. An
occasional card or
item of information
seems out of place.
There is no clear
plan for the
organization of
information.
Text - Font
Choice &
Formatting
Font formats (e.g.,
color, bold, italic)
have been carefully
planned to enhance
readability and
content.
Font formats have
been carefully
planned to enhance
readability.
Font formatting has
been carefully
planned to
complement the
content. It may be a
little hard to read.
Font formatting
makes it very
difficult to read the
material.
Page | 22
Course Participation and PLN Creation
CATEGORY Yes No Points Awarded
Discussion on
Coursekit
Learner responded to all posts. Most of
their posts were thoughtful and promoted
the overall learning experience. (5 points)
(0 points)
Requirements on
Coursekit
Learners completed all of the required
assignments, while demonstrating an
understanding of how to use Coursekit. (2
points)
(0 points)
Personal Learning
Network
Learners created a Twitter profile, started
to build a professional network, and
provided the class with his/her @name.
With a Diigo, participants have started to
compile professional online resources. (5
points)
(0 points)
Additional
Presentation
Learners constructed at least one
additional presentation, slideshow, or
video with a web-based instructional tool
to assist their work.
(0 points)
Total Points
Awarded
Comments