project report

Teacher Technology Training


Team Awesome

Jessica McCrea

Clay McElheny

Rosa Vestal

Lana Garner

University of Georgia

Edit 6170: Introduction to Instructional Design

Spring 2015

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Table of Contents

Executive Summary Page 3

Needs Assessment Page 4

Learner Analysis Page 6

Context Analysis Page 7

Course and Unit Design Page 8

Lesson Design Page 10

Formative Evaluation Plan Page 11

Formative Evaluation Page 14

References Page 18

Appendix A Page 19

Appendix B 1

Appendix C Page 22

Appendix D Page 23

Appendix E Page 25

Appendix F Page 27

Appendix G Page 29

Appendix H Page 31

Appendix I Page 32

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EXECUTIVE SUMMARY

The members of Team Awesome conferred and decided that improved

teacher training would be beneficial for teachers at Greater Atlanta

Christian School. Although the school already has some training in place,

particularly for new teachers, once a teacher has been employed for several

years, the opportunities for technology training become less consistent and

there is a wide variety of basic knowledge across the faculty. The goal of the

team was to provide an excellent curriculum that would help teachers to

effectively use all of the appropriate technology tools necessary to do their

jobs excellently. The training took place in a classroom at the school that is

equipped with a projector, Apple TV, a sound system, and plenty of

electrical outlets for student computers.

For the small group evaluation, the group of learners consisted of

teachers in the foreign language department. Before the instruction was

designed, the lead evaluator gathered information about the learners in

order to provide the best and most appropriate materials possible. Due to

the time of year and high stress level of those involved, many pastries were

provided as bribes and motivation for attendance. Although the instruction

was designed around the learners, the learners had a difficult time with the

material as a couple of them had some language difficulties and learning

differences that made each step of the instruction take longer. However,

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there was also a learner in attendance who was already highly skilled and

was able to serve as a more knowledgeable other. Due to the attendance

and assistance of this MKO, the session was successfully completed during

the allotted time. Although the post-learning surveys reflected that most of

the teachers were still unlikely to use the tools, the project manager was

encouraged that at least one of the learners expressed how much the

instruction had helped her and that she was excited about implementing the

learned material with her own students.

NEEDS ASSESSMENT

Background of Problem

At a small private school in Gwinnett County, teachers work together

in a department that offers Chinese, French, Latin and Spanish to 8th grade

through high school seniors. The teachers range in experience from first

year teachers through those who have 20+ years of experience. Skills in

technology, specifically using the Quintessential Instructional Archive

(Quia), have an equally wide range with some teachers who have technology

related specialist degrees and others who have difficulty using technological

resources. Quia is a tool used to create engaging, interactive assignments

and games with the purpose of reinforcing what has been taught in the

classroom. While the school offers limited technology training as

professional development, the teachers in the department have an

inconsistent set of technology skills.

Problem Statement

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Despite the fact that teachers use technology in their classrooms on a

daily basis, some teachers are not effective in using all of the tools available

and necessary to do their jobs. Therefore, the opportunity statement for

this project is as follows: The foreign language department at a small

private school in Gwinnett County has an opportunity to receive

supplemental training using Quia, Haiku, Microsoft Outlook and Faculty

Access to deliver interactive and engaging curriculum to students.

Needs Analysis

The instructional design team surveyed a group of foreign language

teachers at this small private school In Gwinnett County (Appendix A). The

purpose of this survey was to gain a better understanding of these teachers’

background and experiences in using Quia. This survey, completed on

March 25, 2015 by group of seven foreign language teachers, included eight

items. These items were structured to collect information about the

teachers’ prior training and proficiency level in using Quia. Based on the

respondent’s answers, the following needs were identified:

1) Teachers are not proficient in using technology due to a lack of training.

2) Teachers are lacking skills that could enable them to create more

engaging, interactive foreign language instruction.

Rationale for the Need for Instruction

Teachers at a small private school deliver foreign language content to

several middle and high school students. With such a variety of student

learning styles, it is necessary to make sure the delivered content is

engaging, interactive and meaningful. Teachers have access to Quia, which

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gives them access to create interactive assignments and games; however,

these teachers are not proficient in using this resource because they lack

the effective language.

After analyzing questionnaires that were administered to the

teachers, the team discovered that forty-three percent of these teachers

have never received Quia training in the past. Out of the remaining fifty-

seven percent, half of these teachers felt as though their prior Quia

trainings were very ineffective for various reasons. They also indicated that

they prefer a variety of instruction delivery, such as hands on activities and

tutorials (Appendix A). Due to the teachers’ varying levels of effectiveness

and willingness to learn more about Quia, the design team decided that

proper training and instructional delivery was needed to provide teachers

with the skills necessary to become proficient in utilizing Quia.

Furthermore, the team agreed that face-to-face instruction would be most

effective because it would enable the design team to model, scaffold and

clarify misconceptions accordingly.

Goal Statement

Teachers at a small private in Gwinnett County have an opportunity to

receive supplemental technology training that will prepare them to create

engaging, interactive and meaningful foreign language content that will be

delivered to middle and high school students. Learners will be able to

demonstrate usage of all technology tools available and required to

successfully do their jobs.

LEARNER ANALYSIS

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Characteristics of the Learners

To gather information for the learner analysis, we revisited the survey

that was used to gather information about the teachers in the Needs

Assessment. 8 out of 10 teachers responded and provided information. In

addition to the survey, some additional information was gathered through

interviews.

Prior knowledge of the Topic

While a couple of teachers responded to the survey stating that they

consider themselves to be experts in certain areas of technology, others

responded that they consider themselves to be complete beginners. For the

most part, they are all rather comfortable with basic usage of the computer,

although there is at least one teacher who is new and still struggling to

learn some of the basic functions of the computer.

Motivation

Every single respondent stated that they would be willing to

participate in further training in order to learn more about how to use Quia

web. Their willingness to spend additional time in training reflects their

positive attitudes and high level of motivation not only to improve their

instruction, but to improve themselves as individual educators.

Education and Ability Levels

Through informal interviews and conversations, we learned that

several of the teachers have masters level degrees, with at least two of

them being in Educational Technology. There are also several teachers

whose highest degree is a bachelor’s degree in Education. Additionally,

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there is at least one teacher who has taken an alternative route to education

and has a degree that is non-related to the field.

General Learning Preferences

Not surprisingly, a majority of the participants responded that they

would prefer hands on training or video tutorials. Only 25% stated that they

would prefer a manual.

CONTEXT ANALYSIS

This course will be taught in a high school classroom at a private

school in Norcross, Georgia. This classroom is a typical classroom at the

school and will allow participants to get the feel of what it will be like for

them to use the technology in their own classrooms as well. It has an

overhead projector, Apple TV, sound system and DVD connection. The

furniture is somewhat easy to rearrange and there is a presenter podium

that is mobile and in addition to holding the presenter computer, can also

accommodate other useful materials. The learner have their own laptops

and access to a shared website through which instructions can be given in

additional to google docs. Each participant has the same software as the

presenter. The classroom also has whiteboards on the front and side walls.

There are electrical outlets all over the room because it used to be a

computer lab. Student desks are big enough for two people, but since we

will be working with a small population, it may be beneficial to let each

participant have their own table.

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COURSE AND UNIT DESIGN

Context

The course and project will be implemented in a high school

classroom. The classroom has 7 two-person tables and 4 individual student

desks. There is a projector with a hook up for the computer and also Apple

TV. There are whiteboards and markers available. Because the classroom

used to be a computer lab there are outlets all over the room.

Our instructional goal for the course was established from the

needs assessment, which is to supply teachers at a small private school in

Gwinnett County the opportunity to receive supplemental technology

training that will prepare them to create engaging, interactive, and

meaningful foreign language content that will be delivered to middle and

high school students (Appendix B). There is also an attitudinal objective to

support the course goal: The teachers will choose to use Quia Web desired

and appropriate resources independently. Teachers will use computers or

any device that can connect to the Internet. Four basic units are needed to

achieve our course goals: 1) using the attendance program, 2) using the

learning managing system, 3) using Microsoft Outlook, 4) using Quia web.

These units are built upon learning objectives that the design team builds

each lesson from so that these objectives can be achieved.

Course Goals/Objectives

1. Teachers will demonstrate successful usage of Quia pertaining to

attendance, grade books, email and rosters.

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2. Teachers will be able to demonstrate successful management of

resources, calendars, and grade books available through online technology

resource center.

3. Teachers will be able to demonstrate successful usage of Microsoft

Outlook, specifically for email and meeting scheduling.

4. Teachers will be able to demonstrate successful usage of Quia for

creating assessments, practice exercises and polls.

The sequence in which instruction should occur is in order, as we

believe it allows for the ability for the learners to take previous objectives

and use that knowledge to demonstrate our overall course goal.

In this course, the design team has developed four lessons for Unit 4,

which has the stated goal: Foreign Language teachers will be able to

demonstrate successful usage of Quia Web (Appendix C). From our needs

assessment, teachers expressed concern over a lack of training using Quia

web and therefore the inability to create more engaging, interactive foreign

language instruction. The first lesson focused on the ability of the learners

to generate questions using Quia Web. The second lesson then focuses on

the learners demonstrating the ability to upload rosters to Quia Web.

Building off the second lesson, the third lesson learners generated audio

clips with Quick Time. Lesson four culminates with the learners generating

and assigning an audio quiz to students using Quia Web.

The unit will begin with learners will be in teams to complete a quiz

with funny images and videos that demonstrates many of the different

options and activities that can be utilized through Quia. Once the activity is

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complete then the facilitator will go back over the quiz and also remind

learners of what things they will be able to do (objectives) once they

complete the lesson. Next the learners will watch a video tutorial that

describes the steps for making a Quia quiz with special features. The video

will have questions embedded so the learners are interacting as they watch

the video. The teacher will circulate around the room at this time to clear

up and answer any questions. Learners will then be put in teams of 3 in

order to make their own quizzes that they will then present to the class and

have the class do their quizzes. The teacher will continue to circulate during

the activity and provide support. Groups that finish first will also circulate

and provide support to enhance their understanding and to provide

additional MKOs (more knowledgeable others). To complete the lesson,

learners will write their own quizzes. Provide challenges for things that the

students need to include on their quizzes. Please see Appendix C below for

further detail.

LESSON DESIGN

Overview

By providing the course and lessons for teacher training, Team

Awesome can help Greater Atlanta Christian School to update technology

training and knowledge for both new and veteran teachers. Each unit

focuses on a different technological aspect that is relevant to the tasks of a

professional teacher.

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Instructional Objectives

Lesson 1: Teachers will be able to demonstrate how to navigate and

utilize the Microsoft Outlook mailbox menu. (Appendix D)

Lesson 2: Teachers will be able to demonstrate how to schedule

meetings and make appointments with the use of Microsoft Outlook

Calendar. (Appendix E)

Lesson 3: Teachers will be able to demonstrate successful usage of

Quia web for creating assessments. (Appendix F)

Lesson 4: Teachers will be able to demonstrate successful usage of

quia web for creating assessments with embedded video, using true/false,

multiple choice, and essay questions. (Appendix G)

Instructional Lessons

The first two lessons come from unit 3 on the Instructional Curriculum

Map. The unit is titled “Email/Calendars”. The objective for unit 3 states

that teachers will be able to demonstrate successful usage of Microsoft

Outlook. The two lessons that are included from that unit teach different

aspects of Microsoft Outlook. The first lesson in the unit teaches the

learners how to use the features of the mailbox menu while the second

lesson focus on scheduling meetings and using features of the calendar.

The third and fourth lessons that are included focus on the quia web

site. Lesson 3 helps the learners to master the creation of assessments

using the site and Lesson 4 takes them a step further so that they are then

able to make advanced quizzed using the function of embedded video.

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FORMATIVE EVALUATION PLAN

The formative evaluation will be divided into four phases: Subject

Matter Review, One-on-One Review, Small Group Review and Field Test

Review.

Subject Matter Review

The first phase is consulting with an expert that is proficient in

technology. The subject matter expert (SME) will be a teacher that will be

asked to review the instruction’s content for accuracy, efficiency, and

design for JH/SH Foreign Language teachers. The SME will be consulted in

the early stages of development and will be given the lesson plans, outline

of the instruction in a guided activity, and video tutorial. The SME will

work with us through the lesson in a training room setting, but be given a

day to reflect on the lesson plan and provide their own feedback on the

lesson. The SME will be given an online questionnaire to evaluate the

lesson plan (Appendix A). The Technology Lead Teacher will represent the

Learning Expert and will be asked to review the lesson’s content for

accuracy through the use of technology. The Learning Expert will be given

all the information and will go through the lesson plan on his own, with the

resources so that if there are any questions about the instruction. The

Learning Expert will also be asked to rate the lesson with an online

questionnaire (Appendix B) as he goes through the lesson giving feedback

on the order, accuracy and feasibility of the instruction. The feedback will

determine how we proceed forward with the lesson.

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One-on-One Review

The second phase, the design team will create a one-to-one

evaluation. During this phase, a learner will be chosen depending on their

level of expertise to have a good representation of the target learners. The

goal of this phase of evaluation to find out how each learner according to

their level of expertise feels about the instructions, step by step video

tutorial and directions, and strategies to find any holes in instruction and to

adjust accordingly. The phase will be given two days to complete. The one-

to-one phase will give the learner a chance to go through the lesson with

the instructor present to answer any questions he may have as he goes

through the lesson. He will be asked to rate the lesson (Appendix C) and

write down any questions he may have after each step of the instruction is

completed. He will also be asked to give feedback on the instruction in

order to define the accuracy and feasibility of it. The instructor will make

note of any feedback given and be ready to answer any questions to

problems that this phase may have produced.

Small Group Review

The third phase, small group evaluation, will occur after the one-to-

one phase has been completed and changes have been made according to

the feedback given. The small group will consist of three learners: beginner

level, an average level, and expertise level would be ideal for this phase.

The purpose of this instruction would be to determine the feasibility of the

lesson and the student learning from this lesson. They each depending on

their level of expertise will be looking for ways to improve the lesson based

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on efficiency, validity and clarity. The small group evaluation will take

place during planning time one day during school. The small group will be

given all the instructional materials and will be instructed to follow the

instructions without the help of the design team. This is done to evaluate

the accuracy of the lesson, the design team will then evaluate the feedback

on the instructional materials.

Field Test Review

The adjustments from the small group evaluation will be evaluated

and taken before the beginning of the field test, the final phase of the

formative evaluation. A total of 8-10 Foreign Language JH and SH teachers

will participate in this phase of the evaluation’s process. The group will

conduct be instructed in a classroom in the SH Building. The class will

consist of a group of JH and SH Foreign Language teachers and they will all

have different experience levels. The field trial will be conducted within a

regular during school planning period. The group will be given time during

the instruction to create their own Quia using the instructions given to them

as they follow with the video tutorial. Once they finish the entire lesson, the

instructional designer will write down any feedback regarding instruction or

accuracy that needs to be done differently next time. The instructional

designer will observe this field trial.

FORMATIVE EVALUATION

For the formative evaluation, we chose to run the 4th lesson with a

small group of learners. This is the lesson about the creation of assessments

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with embedded video. The funny thing is that we actually tried to schedule

it too early in the semester and when we realized it, the department chair

wanted to go ahead and have the lesson anyway, so we ended up having to

do two lessons during the semester and create a different lesson so that the

teachers would not be bored by learning the same thing twice.

Another difficulty was the time of year. As many people know, the last

six weeks of the school year are quite stressful with important deadlines

happening almost every day, especially for teacher who have seniors in

class. We were very nervous that our learners would not agree to attend a

training that was not required. Therefore, we went out of our way to

promote the lesson and basically bribe the learners into coming with the

promise of pastries and snacks.

The learners were made up of 4 teachers from the foreign language

department at the high school. It was a very interesting group as there were

2 learners who are very high needs when it comes to technology, for

example, they still have trouble finding and responding to emails. Another

learner was present who is about middle of the road and the fourth learner

has just as much expertise, if not more, than the instructor. We invited this

learner in hopes of having a diverse population for our field trial. However,

with the high needs of some of our more struggling learners, we quickly

realized that the advanced learner was really just going to have to serve as

an MKO and be an aide to the teacher in working with the other students.

In addition to having the two learners who struggle with technology in

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general, those learners also have a tendency to struggle with directions at

times due to language comprehension issues.

To begin the lesson, the instructor displayed a quia quiz in front of the

learners and presented it as a game. The embedded video that was used for

this quia assessment is titled “Charlie Bit Me” and is one of the most famous

viral videos of all time. First, the learners watched the video. Next, using a

buzzer system called “Eggspert” the learners competed in teams of two

answering questions about the video. In addition to gaining confidence,

learners also won candy prizes by answering correctly.

After the game, the instructor informed the learner of the objectives

by going back over the quiz. She pointed out the embedded video and the

different types of questions that the learners would be able to create after

completed the lesson. The third in the list of pre-instructional activities was

to remind the learners of how to log in to quia in order to gain access to all

the functions that they would need to proceed in the lesson.

For the presentation of the content, the instructor used the Apple TV

and overhead projector to model the steps to make an assessment with

embedded video and include three types of questions. Although there are

many more possibilities, we focused on true/false, multiple choice, and

essay questions during this lesson in order to avoid overwhelming the

learners.

In order to provide learners with an opportunity to participate,

learners were grouped into their teams of two again. They were given 3

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examples of funny videos in order to make quizzes. The videos included

“David after Dentist”, “Keyboard Cat”, and “Miss Teen USA, South

Carolina”. In their teams, they tried to remember all the steps necessary to

create the assessments. The instructor circulated through the room offering

assistance and checking to see how students were doing. Students who

finished first helped those who needed more time.

For the assessment portion of the class, each individual learner was

presented with a list of steps printed out and asked to make their own

quizzes and include all of the elements from the objectives, including

embedded video, true/false, multiple choice, and essay questions. One

student had to have the help of another student in order to complete the

assignment. The other two students were able to complete the assessment

with minimal questions and guidance from the instructor.

To be honest, the previous activities of the class took so long that we

ran out of time and were unable to do the follow through activities.

Students were emailed the electronic version of the step-by-step

instructions so that they have them available in the future when they

attempt to make a quiz on their own. However, we did not have time to

allow the students to articulate the steps they took on their own, so this

follow through activity was only recorded in theory.

After going through the first seven of Gagne’s 9 Events of Instruction,

we used a checklist to assess the students’ comprehension of, and ability to

replicate the steps to creating a quiz with embedded video and

accompanying questions. The results from the checklist (Appendix H) show

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that even though there were several issues to overcome, the learners in

general were able to meet the goals of the instruction.

After the students completed the quizzes that were graded against the

checklist as an assessment, they filled out post learning surveys (Appendix

I) in order to give us feedback on the instruction. Again, there may have

been some issues with language comprehension, because although we did

not ask the MKO to do the assessment because she was helping the other

students so much, we did ask each learner to complete the survey, so there

should have been 4 survey submissions, but there were only 3, so the data

seems a bit incomplete. Additionally, a couple of the survey questions have

responses that don’t seem to match up with the performance on the

checklist. For example, question number one asks students to rank their

comprehension of the instructions. Although the students performed very

well on the checklist, they mostly disagreed with this statement, with 66%

of them responding strongly disagree.

Suggestions for revisions in the future are to send out the instruction

in a video so that learners who need to rewind in order to understand are

able to do that without slowing down the rate of the learners who do not

need to do that. Additionally, if there were a screenshot video posted,

learners would always be able to go back to the video and reference it if

necessary. However, this is not recommended in place of teacher

instruction, but in addition to it. This lesson would also probably be more

affective earlier in the school year when teachers are more focused on

creation of content and not as distracted by all the focus on grades that is

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so common at the end of the school year.

REFERENCES

Dick, W., Carey, L., & Carey, J. O. (2005). The systematic design of

instruction (6th ed.). Boston: Allyn and Bacon.

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Appendix A: Needs Analysis Survey

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Teacher Technology Training 22


Appendix B: Instructional Curriculum Map

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Appendix C: Unit Design Map

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Appendix D: Lesson 1 – Instructional Strategy Planning Sheet

Lesson 1: Teachers will be able to demonstrate how to navigate and utilize

the Microsoft Outlook mailbox menu.

Instructional Component Instructional Plan for Each Component Media Choice (Flash, HTML, etc.)

1. Pre-instructional activities

a. Motivating the learners/gaining their attention

b. Informing the learners of the lesson objectives or purposes

c. Informing the learner of what they already need to know to be successful in this lesson (i.e. prerequisite skills)

1a. Learners will watch a brief video on a funny look at emails. This video will serve as a way to engage teachers in the lesson’s objective and expectations.

1b. The instructor will explain to the learners that at the end of the lesson, they should be able to demonstrate how to navigate and utilize the mailbox menu in Microsoft Outlook.

1c. Explain that learners must have prior knowledge in navigating the world wide web to access Microsoft Outlook. Learners must be familiar on how to log into their Microsoft Outlook account.

1a. YouTube video

1b. Instructor

1c. Instructor

2. Content presentationa. Presenting the

content to be learned (i.e. stimulus material)

b. Guiding the learners as they are presented with the content

2a. The instructor will demonstrate and explicitly explain how to navigate and utilize the Microsoft Outlook mailbox menu.

2b. To guide the learners as the content is being presented, guides of the labelled Microsoft Outlook interface along with explicit instructions for sending and checking each mailbox (inbox, sent, drafts, junk/spam) will be distributed. The instructor will demonstrate how to navigate and utilize the menu once more as the learners follow along on their guides.

2a. Instructor, Microsoft Outlook

2b.Microsoft Office, Guides, Instructor using laptop, Promethean Board

3. Learner participationa. Giving the learner

opportunities for practice (i.e. eliciting the performance)

b. Giving the learner feedback during practice

3a. Using laptops, learners will be given the opportunity to demonstrate how to navigate and utilize the mailbox menu. The instructor will send learners an email to their inbox and junk/spam mailboxes. Learners will use the guides to follow the instructions that were distributed to check and reply to the emails that were send from the instructor.

3b. The instructor will assist learners as

3a. Guides, Laptops, Microsoft Office

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needed during this process. 3b. Instructor4. AssessmentTests and other assessments to see if anything has been learned as a result of this lesson

4. Teachers will be given the task to send an email to another teacher that is participating in the Quia training. Teachers will be allowed to use guides that were distributed during the content presentation while completing this task. The instructor will use a checklist to assess the teachers’ ability to navigate and utilize the Microsoft Outlook mailbox menu.

4. Microsoft Office, Laptops, Guides, Instructor

5. Follow-through activities

a. Memory aids for retention

b. Activities to help learners transfer their learning to other contexts

5a. Learners will receive an electronic copy of the step by step directions for utilizing and navigating Microsoft Outlook.

5b. Within two weeks, the instructor will send the learners the link to complete a survey on the training. In doing so, learners will have to know how to navigate and utilize the mailbox menu.

5a. Microsoft Office, Guide

5b. Microsoft Office, Guide

Rationale for media selection for lesson 1

YouTube will grasp learners’ attention while making the theme

relevant to the lesson. Using the guide and promethean board will serve as

visuals that will help reinforce the skills that were learned throughout the

lesson. These materials can also be utilized as a refresher that will keep the

learner up to par in utilizing the mailbox menu in Microsoft Outlook.

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Appendix E: Lesson 2 – Instructional Strategy Planning Sheet

Lesson 2: Teachers will be able to demonstrate how to schedule meetings

and make appointments with the use of Microsoft Outlook Calendar.


1. Pre-instructional activities

a. Motivating the learners/gaining their attention



1a: Learners will watch a short video showing how to login and navigate through Microsoft Outlook to schedule meetings and make appointments with the Calendar feature.

1b: The instructor will inform the learners that they will learn how to properly navigate through Microsoft Outlook and how to schedule a meeting with colleagues.

1c: Explain to the learners that they will be using their previous knowledge of computer and internet navigation while learning about Microsoft Outlook and its tools. They will also need to remember their username and password that they were given in lesson 1.

1a: video skit, instructor

1b: instructor, laptop

1c: instructor

2. Content presentationa. Presenting the

content to be learned (i.e. stimulus material)

b. Guiding the learners as they are presented with the content

2a: The instructor will provide a live demonstration first of how to login and navigate through Microsoft Outlook. This will give the learners the opportunity to see how to set up an appointment and schedule a meeting using the Calendar.

2b: Watch a Screen-Cast-o-Matic video of the steps to schedule a meeting with Microsoft Outlook. The instructor will then demonstrate the process as the learner follows along with a step-by-step lesson guide.

2a: instructor, video

2b: screencast, instructor, lesson guide

3. Learner participationa. Giving the learner


b. Giving the learner feedback during practice

3a: Using their lesson guide, the learners will be given the opportunity to log on to their email account and explore creating an appointment and scheduling a meeting given by their instructor.

3b: The instructor will assist learners during their practice and answering any questions that may arise in the exploration of Microsoft

3a: lesson guide, Microsoft Outlook, instructor, iPad

3b: Microsoft Outlook, instructor

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Outlook.4. Assessment Tests and other assessments to see if anything has been learned as a result of this lesson

4: The learners will be given a 5 email address and a date to schedule a future meeting with the emails and make appointment with each.

Once the group is created and meeting is scheduled, the learners will be asked to send the email (which will include the instructors email address) and a confirmation of the future scheduled meeting. If any of the learners missed any of the email address or meeting did not show up on their calendar, the instructor will be able to show the learner how to create the information.

4: Microsoft, instructor

5. Follow-through activitiesa. Memory aids for

retentionb. Activities to help

learners transfer their learning to other contexts

5a: Learners will receive a link to the Screen-Cast-o-Matic created by the instructor. The learners will also keep their step-by-step guide on the screencast.

5b: Within two weeks, learners will receive a new email list to create an appointment and schedule a meeting.

5a: screencast link, lesson guide

5b: Microsoft Outlook, new appointment and future meeting


Most learners are visual learners, especially in the form of video. This

skit will catch the attention of the learner missing a meeting and another

learner that attended the meeting, which will captivate their attention on

the resource that allowed one learner to attend an important meeting and

the other that did not. The screencast is easy to create and shows them

visually what needs to happen to be successful in the navigation of

Microsoft Outlook. It also can be revisited many times if they get stuck on a

particular step in the process. The lesson guide is another visual guide and

a bit redundant but it does allow for the student to use this without having

to view the screencast and it also allows the learner to write personal notes

if needed. The ability for learners to log on to Microsoft Outlook is essential

during this lesson. It will allow them to have access to their calendar and

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navigate all its features on their own. The assignment will give the learners

an opportunity to practice the different features embedded within Microsoft

Outlook Calendar in order to schedule a meeting and set appointments.

Appendix F: Lesson 3 – Instructional Strategy Planning Sheet

Lesson 3: Teachers will be able to demonstrate successful usage of Quia

web for creating assessments.


1. Pre-instructional activitiesa. Motivating the learners/gaining their attention.



1a. Learners in teams will complete a quiz of general knowledge questions but in many different formats that demonstrates many of the different options and activities that can be utilized through quia. Particular effort will be made to make this a very interactive and entertaining quiz in order to grab the attention of the learners while also showing them what can be done assessment wise with quia.

1b. The instructor will explain to the learners at the end of the lesson, they should be able to demonstrate how to create and generate an assessment using Quia.

1c. Remind the learners that they must be able to log into their Quia account.

1a. quia quiz using laptop computers.

1b. Promethean Board, instructor

1c. Instructor

2. Content presentationa. Presenting the content to be learned (i.e. stimulus material)b. Guiding the learners as they are presented with the content

2a. Learners will watch a video tutorial that describes the steps for making a quia quiz and other assessments with special features. The video will have questions embedded so that learners are interacting as they watch the video.

2b. Teacher/guide will circulate as students watch the video answering questions and helping students. Quia will be used in the learner groups so that they become comfortable with the program although they are still provided with the scaffold of peers and teacher support. When they begin to present what they have worked on, the projectors are once again helpful to share content to the entire class.

2a. Instructor, Quia Assessment tool

2b. Quia Web, Guides, Laptops, Promethean Board.

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3. Learner participationa. Giving the learner opportunities for practice (i.e. eliciting the performance)b. Giving the learner feedback during practice

3a. Using laptops, learners will have the opportunity to demonstrate how to generate and create assessments using Quia web. Learners will use their guides that were distributed earlier as a reference to create an assessment in groups.

3b. Teacher/guide continues to circulate during the activity and provide support. Groups that finish first will also circulate and provide

3a. Guides, Laptops, Quia Web

3b. Instructor

4. Assessment Tests and other assessments to see if anything has been learned as a result of this lesson

The assessment will be for teachers to generate their own quiz given prompts that ask them to demonstrate certain skills learned earlier in the lesson.

Instructor will use a checklist to verify that all aspects of the quiz are included.

4a. Quia Web, Laptops, Guides, Instructor, checklist

5. Follow-through activitiesa. Memory aids for retentionb. Activities to help learners transfer their learning to other contexts

5a. Learners will receive a copy emailed to them of the step-by-step directions for generating an assessment using Quia Web.

5b. Within a month, the instructor will send a survey to the learners to complete about their training and usage so far.

5a. Quia Web, Guide

5b. Quia Web, Survey


The opener using a quiz with general trivia will not only pique their

interest, in will display many of the possibilities for question types that Quia

Web can generate. The guide used will provide step by step support and the

promethean board can act as the hub for learning and for when some

learners are stuck and need to see how something works, as the instructor

can display common misunderstandings easily.

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Appendix G: Lesson 4 – Instructional Strategy Planning Sheet

Lesson 4: Teachers will be able to demonstrate successful usage of quia

web for creating assessments with embedded video, using true/false,

multiple choice, and essay questions.

Instructional Component Instructional Plan for Each Component

Media Choice (Flash, HTML, etc.)

1. Pre-instructional activitiesa) Motivating the

learners/gaining their attention

b) Informing the learners of the lesson objectives or purposes

c) Informing the learner of what they already need to know to be successful in this lesson (i.e. prerequisite skills)

1a. Learners in teams will complete a quiz with a funny videos (“Charlie Bit Me”) that demonstrates many of the different options and activities that can be utilized through quia. Particular effort will be made to make this a very interactive and entertaining quiz in order to grab the attention of the learners while also showing them what can be done with quia.1b. Once the first activity is completed, teacher goes back over the quiz with the students pointing out the things they will be able to do (objectives) once they complete the lesson1c. remind learners of what we learned in last session that will be helpful moving forward

1a. quia quiz on overhead using eggspert buzzer

1b. teacher, overhead projector, quia quiz

1c. overhead projector, teacher

2. Content presentationa) Presenting the content to

be learned (i.e. stimulus material)

b) Guiding the learners as they are presented with the content

2a. Teacher will model the steps required in order to embed quia videos into an assessment and add true/false, multiple choice and essay questions.2b. Teacher talks through the steps while projecting them on the overhead.

2a. Apple TV, projector

2b. teacher/guide3. Learner participationa) Giving the learner


b) Giving the learner

3a. Put students in teams of 2 again and have them make their own quizzes using provided material to practice with.3b. teacher/guide continues to circulate during the activity and

3a. quia web, projector, teacher guide

3b. teacher, student guides

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feedback during practice provide support. Groups that finish first will also circulate and provide support to enhance their understanding and to provide additional MKOs (more knowledgeable others)

4. AssessmentTests and other assessments to see if anything has been learned as a result of this lesson

4. For the assessment, each student will write his or her own quizzes. Teacher will use a checklist in order to assess whether students are able to embed videos and add all the required types of questions.

4. individual laptops and quia subscriptions

5. Follow-through activitiesa) Memory aids for retentionb) Activities to help learners

transfer their learning to other contexts

5a. Have students explain to the class how they did at least one thing from their quiz and field questions so that learners can hear the same thing explained in a different way. Additionally, the student presenting will benefit by articulating the steps to making their quiz.

5b. Teacher will email the students step by step instructions in a word document with screen shots as visuals so that students have something they can use to reference when they are on their own and want to make more assessments on their own.

5a. student computers, overhead projector, apple TV, quia accounts

5b. computer, screenshot software, email


In order to grab the attention of the learners, they will work in teams

to compete and work their way through a quiz. Not only will it be fun and

engaging, it will introduce them to the types of quiz questions they will

learn to create in this unit. The eggspert buzzer system is always a highlight

for students because they have to think fast to buzz in on the system.

Additionally, using the overhead projector allows the entire class to see the

same media and discuss it when necessary. Educanon is an excellent way to

present content to students as it allows them to watch a video and interact

by answering questions that are embedded into the content and check that

they understand what they are seeing. Additionally, this allows the teacher

to circulate and work one on one with students who made need extra help.

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Quia will be used in the learner groups so that they become comfortable

with the program although they are still provided with the scaffold of peers

and teacher support. When they begin to present what they have worked

on, the projectors are once again helpful to share content to the entire

class. At this point in the class, students will be one to one with computers

so that they are able to properly assess their grasp of making a quiz without

the scaffolds that were previously provided through peers. When students

make the job aides, they will be given choice so that they can make an

artifact that will speak to their individual needs and learning styles.

Appendix H: Assessment Checklist for Lesson 4

Lesson 4: Teachers will be able to demonstrate successful usage of quia

web for creating assessments with embedded video, using true/false,

multiple choice, and essay questions.

The following checklist shows the objectives that each student was graded

on and whether it was present.

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Appendix I: Post Instruction Survey responses

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Still need:

1. double check references? cite the book somewhere in the paper

according to APA standards so that it can be part of the list of references.

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project report

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