Post on 07-Aug-2018
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FRIT 7231, Fall 2014, Dr. Law Christian Gray
Key Assessment Instr!ti"nal Desi#n $r"%e!t
$art 1& I'enti(i!ati"n "( the Learnin# $r")lem
General A'ien!e&
The primary learner audience consists of certified teachers are responsible for the gathering of
data as it relates to classroom management as well instructing and organizing students in the
online classroom environment. The primary audience has a varied technology experience level.
The primary audience span certification in all subject areas within grades 4-12 student ages !-
1!". The primary audience are teachers in the online environment and has a large toolbox of
online resources for communication and instruction. #ll members of the primary audience have
an advanced degree and have more than $ years of teaching experience. #ll members of the
primary audience have a minimum of % years of online teaching experience. The secondary
audience includes students whose are primarily instructed in the face to face instructional
environment as well students who are primarily instructed in the online learning environment.
&oth types of learners will utilize tools within the 'oogle platform for communication as well as
organization and storage of assignments and learning aids.
$r")lem I'enti(i!ati"n&
Teachers and students at '() 'winnett (nline )ampus" utilize a variety of free online
innovations for both instructional practices content delivery and assignment submission" as well
as communication and management of data and assignments on a daily basis.
*hile 'winnett )ounty+s ,uality-lus Teaching trategies encourages the use of technology to
/effectively plan0 teach and access information0 both type of learner teacher and student"
struggle with the collection of vast amounts of information0 the storage of information0 the
creation of documents to support collaboration within assignments and projects as well as access
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to collections of information from multiple devices. &y using free 'oogle tools0 all learners are
able to access information such as documents0 spreadsheets0 and presentations from multiple
computers and different locations as 'oogle is a web based storage site. There are a plethora of
tools within 'oogle that can help with organization and the delivery of assignments to the
teacher. n the 'winnett )ounty ,uality-lus Teaching trategies0 collaboration is another 3ey
teaching strategy. *hen teachers or students need to collaborate on projects or assignments0 the
'oogle platform provides the ability for learners to ma3e modifications on the same form in
/live time from any device without sharing via email.
)ommunication between students and teachers in an asynchronous fashion is the 3ey to success
in an online environment and is a third strategy in the 'winnett )ounty ,uality-lus Teaching
trategies. The ability to refer to instructional communication more than once is important when
explanation of material is given to the student from the teacher. ocumenting communication
between student and teacher as well as parent and teacher is important when referring to student
successes or difficulties. This documentation gives the teacher a written log of where the student
is struggling as well as when the student is able to move to the next level. 5sing several 'oogle
tools can provide a communication log for all parties to view.
uring department meetings0 an informal survey of the primary audience shows there are varied
methods used for collecting and storing student orientation information data as created by the
teacher to suit individual needs and styles. 6ost members of this audience use the 6icrosoft
7xcel spreadsheet0 however0 this re8uires teacher input into the spreadsheet. #s a time and labor
savings0 with the use of the 'oogle form tool0 teachers can collect re8uired information by
utilizing parent9 student input. #dditionally0 teachers can tailor the form to the information they
find most useful to the management of their online classroom. #s a third benefit0 teachers can
ma3e completion of the form a re8uirement using platform content release conditions. This
forces the completion of the form prior to content delivery.
Instr!ti"nal G"als&
• The primary audience will be able to identify a minimum of one 'oogle tool to enhance
instruction.
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• The primary and secondary audiences will be able to identify a minimum of one 'oogle
tool to enhance communication.
• The primary and secondary audiences will be able to store materials within an organized
format.
• The secondary audience will be able to use at least one 'oogle tool for creating an
assignment used as a student submission from the /more tools section.
• The primary and secondary audience will be able to edit a document in /live time.
• The primary and secondary audience will be able to collect and present information from
a selected group using the online forms format.
$art 2& Learner Analysis
1. Intr"'!ti"n
The targeted audiences of learners are primarily teachers of grades 4-12 in multiple
subjects who are on the full time of 'winnett (nline )ampus '()" in :awrenceville0 '#. The
secondary audience of students are in grades 4-12 and live in areas from all parts of 'winnett
)ounty. tudents in the secondary audience choose to attend '() rather than their district bric3
and mortar school location. n the primary audience0 all teachers have an advanced degree. ; of
the %2 certificated full time staff members of the school hold a doctorate degree. #ll members of
the primary audience have at minimum % years of teaching in the online environment.
(f the primary audience0 most members teach students in multiple grade levels across
typical bric3 and mortar school divides. 6ost members of the primary audience hold
certifications in both elementary and middle school or middle and high school. <or 2$= of the
certificated staff0 members are certified in all three certification divisions0 elementary0 middle
and high school. '() serves full-time students in a complete online content delivery model as
well as serving students from around the county in a part-time fashion as a supplement to the
student+s face-to-face course options.
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To obtain the information for the primary audience :earner #nalysis0 a school data base
search was conducted to determine certification and degree status. The published teaching load
was analyzed and course levels were documented. iscussions were held during department
meetings regarding uses of variety of 'oogle tools. Teacher feedbac3 regarding student progress
was evaluated to determine the needs of the student that can be met using 'oogle tools.
2. *ntry +ills an' $ri"r Kn"wle'#e&
• #bility to log onto a computer.
• #bility to understand basic computer functionality and navigate within the computer
system.
•
#bility to access 'oogle rive from their gwinnettonlinecampus.com email account.#ll members of the primary and secondary audiences at '() have a uni8ue
gwinnettonlinecampus.com account is a 'oogle gmail account."
• >nowledge of the online learning management platform 2:" amongst the primary and
secondary audiences.
• >nowledge of 'winnett )ounty ublic chools ,uality-lus Teaching trategies
amongst the primary audience.
3. Attit'es t"war' C"ntent an' A!a'emi! -"tiati"n
#ll participants are accustomed to the integration of technology into their curriculum as
well as the use of technology tools and sites to complete assignments. &oth primary and
secondary audiences are members of this school by choice. ;;= of all primary audience
members have re8uested and received a transfer to '() within the last $ years. #ll secondary
audience members apply to attend '() rather than their local district school.
#ll members of the primary audience are considered highly 8ualified teachers in their
content field. #ll primary audience members are highly proficient in their computer s3ills. The
entire staff attends a staff development day on the 2nd *ednesday of each month. This monthly
day of training is used to integrate new technology tools as well as enhance best practices in the
online learning environment.
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6embers of the secondary audience are re8uired to complete an orientation unit detailing
the basic learning management platform tools. )ompletion of this orientation unit unloc3s
course content. #dditionally0 all students have opportunities to attend face-to-face technology
help sessions prior to the beginning of the school year. 7ach wee30 students in grades 4-; are
encouraged to attend a learning lab for each content area on campus for a face-to face
instructional time. ?igh school students are encouraged to attend learning labs on 6onday for
help with technology or content.
4. *'!ati"nal A)ility Leels
#ll primary audience members all have an advanced degree of masters level or higher.
24= of all certificated staff members hold a doctorate degree. #ll members of the primary
audience have completed an introduction to online teaching course0 a preliminary course in
online development and has completed a mentorship process to be eligible to teach at '().
#ll secondary audience members are placed within their grade level and have completed
an online orientation process. econdary audience members reflect the ma3eup of a typical bric3
and mortar location in regards to regular education0 special education and 7:: populations.
/. General Learnin# $re(eren!es
rimary audience members prefer an online training module. Training modules allow
learners to assimilate information in their available time frame. #dditionally0 access to the
training module is available for future review if needed.
The secondary audience members prefer an online training module with online with
teacher support as needed. upport is determined through collaboration between the teacher and
student and can include email0 phone0 collaborate0 adobe connect and phone communication.
. Attit'e T"war' Tea!hers an' +!h""l
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The primary audience that will receive this instruction are highly motivated and highly
technical. 6ost have used components of 'oogle tools in the past. The primary audience is
excited to learn new uses for new tools through collaboration with peers. #dditionally0 the
online module can be used for future adjunct training opportunities as it will be placed in the
teacher resource center. The primary audience is most interested in a stable and uniform data
collection and storage system for use in their online classrooms.
The secondary audience that will receive this instruction will benefit most from the
organizational structure of 'oogle rive. *hile students at '() are highly technical compared
to their peers in the bric3 and mortar0 they0 too0 struggle with organization of their class
materials. &y using 'oogle rive0 students will be allowed to access materials from all devices
and locations.
7. Gr" Chara!teristi!s in!l'in# s"!ial an' releant !ltral in("rmati"n
The primary audience is a highly educated0 highly 8ualified group of teachers. These
teachers uni8uely provide instruction to grades 4-12 in the same school. 7ach teacher is a
member of two distinct groups0 the department content group as well as the grade level groups.
The teachers in the primary audience share a good number of the same students and are gifted at
identifying needs to help students achieve success in the online environment. Teachers are
grouped in % offices containing 12 cubicles within each office suite. Teachers are located within
the office suites based on their content area rather than grade level. 7ach office suite also
contains an ; person conference table for meetings. Teachers rotate out to learning labs
interactive classrooms" during assigned times. *hile introduction to the online module will
ta3e place during a *ednesday staff development day0 the online module will be delivered
asynchronously. To assist teachers0 will be able to gather at the conference table within the
staff office suites or hold an online synchronous chat session during the department meeting based on the preference of the primary learner.
The secondary audience is a highly technical and for the most part highly motivated. #ny
exception seems to be in the secondary level. (ften times0 at the secondary level0 the student is
attempting to earn credits towards graduation when the traditional situation has not been
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effective. 7lementary and 6iddle grades students are highly engaged with the '() campus and
the activities offered. *hile have often discussed online organization strategies within the
'oogle rive during parent conferences0 this resource will now be housed on the parent
homepage for use when helping with student organization. The online module may be
referenced during the parent conferences in the future.
$art III& Tas Analysis
conducted a procedural analysis for this portion of my >ey #ssessment. #s this is a
hands on project0 it is important that the learner is able to follow instructions in the stated orderto complete the tas3 and achieve the desired final results. started identifying the end result of
each process. ince there are a suite of tools within the rive feature of 'oogle wish to focus
on as part of my >ey #ssessment lesson module0 there is a different desired end result to each
tas3.
#s wrote the process0 wor3ed through the steps and too3 screenshots of each step.
7ach step includes a screenshot graphic to ensure the learner has a visual as an example to the
text. &y wor3ing through the process to ta3e the screenshots0 was able to create a process thatdid not s3ip steps and leads the learner to the desired end result.
Tas 1& $r"!e'ral analysis ("r sin# the G""#le site t" !reate a w"r' '"!ment.
1. @erify that you have a 'oogle email account. f you do not0 you will set one up. Aou can
find directions on how to set up your 'oogle email account ?7B7.
2. (pen a new browser using 'oogle )hrome by visiting www.google.com.
2.1.
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%. :og into your personal email address.
%.1.4. (nce you have entered your email address0 clic3 the icon that has ! bloc3s. This icon is
found in the upper right corner of the page as you enter your email system.
4.1.$. )lic3 the triangle icon called rive.
$.1.
C. f you have not downloaded drive0 you may have to clic3 download0 then clic3 run for the
exe file. f you have 'oogle rive downloaded0 you should be able to enter drive when you
clic3 the triangle icon.D. n the left sidebar of your rive account0 you will clic3 the red )B7#T7 button.
D.1.1.D.2. *hen you press the create button0 choose ()567ET from the list of items.
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D.%. Title your document. Aou title your document by hovering over the grayed out untitled
document and type in the name of the document.
D.%.1.D.4. Aou may choose options regarding the appearance of your document similar to the
functionality of a 6icrosoft *ord document.
D.4.1. )hoose <ile toF hare0 rename0 open a new document0 share to the web0 print0 and
choose an output language.D.4.2. )hoose 7dit toF undo0 redo0 cut0 copy0 paste0 select all0 or find and replace.
D.4.%. )hoose @iew toF see the print layout0 the mode for viewing0 showing of the ruler0
e8uation bar or spelling options0 compact controls and full screen.
D.4.4. )hoose nsert toF add an image0 lin30 e8uation0 drawing0 table0 footnote0 special
characters0 horizontal line0 page count or page footnote0 page brea30 header0 footer0
boo3mar30 or a table to contents.
D.4.$. )hoose <ormat toF add bold0 italics0 underline0 stri3ethrough0 super and sub script0
paragraph styles0 alignment0 line spacing0 create a list or to clear content.
D.4.C. )hoose Tools forF spelling0 research0 definitions0 word count0 translation0 scripteditor0 preferences and personal dictionary.
D.4.D. )hoose Table to create or modify a table
D.4.;. )hoose #dd-(ns to receive other options for how to modify your document with
'oogle pecial <eatures
D.4.!. )hoose ?elp for help with documents0 issues with 'oogle ocuments and help
with 3eyboard shortcuts. Aou can search on the subject of needed help and the
document will appear.
D.4.1G. <inally0 the tools or features you use most often will be found on the toolbar
above the document.D.4.1G.1.
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;. o0 what are some uses for the 'oogle documentH tudents can use 'oogle document to
complete assignments. This allows for convenient organization of the coursewor3. <or
students in our environment0 organization can begin with individual course folders. *ithin
each folder are unit folders. *ithin unit folders0 there can be multiple lesson folders. *ithin
each lesson folder0 students may save their wor3. #dditionally0 students may wor3
collaboratively for group assignments. Teachers can use 'oogle documents to create
supporting materials and assignments for each lesson. These documents can be easily loaded
in the learning management platform. &y using this tool0 teachers may access this
presentation from any device rather than being tied to an external storage device0 networ3
document storage or specific machine.
Tas 2& $r"!e'ral analysis ("r sin# the G""#le site t" !reate a srea'sheet.
1. @erify that you have a 'oogle email account. f you do not0 you will set one up. Aou can
find directions on how to set up your 'oogle email account ?7B7.
2. (pen a new browser using 'oogle )hrome by visiting www.google.com.
2.1.
%. :og into your personal email address.
%.1.4. (nce you have entered your email address0 clic3 the icon that has ! bloc3s. This icon is
found in the upper right corner of the page as you enter your email system.
4.1.
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$. )lic3 the triangle icon called rive.
$.1.C. f you have not downloaded drive0 you may have to clic3 download0 then clic3 run for the
exe file. f you have 'oogle rive downloaded0 you should be able to enter drive when you
clic3 the triangle icon.D. n the left sidebar of your rive account0 you will clic3 the red )B7#T7 button.
D.1.1.
D.2. *hen you press the create button0 clic3 B7#?77T from the list of items.
D.%. Title your spreadsheet. Aou title your spreadsheet by hovering over the grayed out
untitled document and type in the name of the spreadsheet.
D.%.1.
D.4. Aou may choose options regarding the appearance of your document similar to the
functionality of a 6icrosoft 7xcel spreadsheet.D.4.1. )hoose <ile toF hare0 new0 open a new spreadsheet0 ma3e copy0 import0 settings0
download0 publish to the web and print.
D.4.2. )hoose 7dit toF undo0 redo0 cut0 copy0 paste0 select all0 or find and replace0 delete
rows0 delete columns0 clear notes
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D.4.%. )hoose @iew toF <reeze rows or columns0 create gridlines0 protect ranges0 see and
create formulas0 identify compact controls and see the spreadsheet using full screen.D.4.4. )hoose nsert to addF rows or columns0 a new sheet0 comments0 notes0 functions0
charts0 images0 lin3s0 a form or drawing
D.4.$. )hoose <ormat toF determine the way numbers will be displayed in thespreadsheet0 choose font type and size0 bold0 underline0 stri3e through0 and align text
or text wrap0 format conditionally or clear formatting.D.4.C. )hoose ata toF sort columns0 name ranges0 protect sheets0 filter0 create pivot
tables and validate.
D.4.D. )hoose Tools toF create a form0 edit script0 spell chec30 set auto complete and
notification rules0 protect a sheet and add words to the personal dictionary.
D.4.;. )hoose #dd-(ns to receive other options for how to modify your spreadsheet
with 'oogle pecial <eatures
D.4.!. )hoose ?elp for help with function list0 issues with 'oogle ocuments and help
with 3eyboard shortcuts. Aou can search on the subject of needed help and the
document will appear.
D.4.1G. <inally0 the tools or features you use most often will be found on the toolbar
above the document.
D.4.1G.1.
;. o0 what are some uses for the 'oogle spreadsheetH Teachers can use the spreadsheet to
store class data and demographics in one location that can be accessed from any device see
forms below". *hen was still teaching0 was able to use the 'oogle spreadsheet feature to
document phone calls to parents. This allowed me to document from any location at times
that were convenient to me. didn+t have to rely on having my wor3 computer handy to
accurately document communication. #dditionally0 was able to follow up with an email
from my gmail account to the parent. This gives further documentation for both the teacher
and parent.
Tas 3& $r"!e'ral analysis ("r sin# the G""#le site t" !reate a resentati"n.
1. @erify that you have a 'oogle email account. f you do not0 you will set one up. Aou can
find directions on how to set up your 'oogle email account ?7B7.
2. (pen a new browser using 'oogle )hrome by visiting www.google.com.
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2.1.
%. :og into your personal email address.
%.1.4. (nce you have entered your email address0 clic3 the icon that has ! bloc3s. This icon is
found in the upper right corner of the page as you enter your email system.
4.1.
$. )lic3 the triangle icon called rive.
$.1.
C. f you have not downloaded drive0 you may have to clic3 download0 then clic3 run for the
exe file. f you have 'oogle rive downloaded0 you should be able to enter drive when you
clic3 the triangle icon.
D. n the left sidebar of your rive account0 you will clic3 the red )B7#T7 button.
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D.1.1.D.2. ress the create button0 clic3 B77ET#T(E from the list of items.
D.%. <irst0 choose a theme. croll through the options0 choose what suits the purpose then
clic3 (>.
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D.%.1.
D.4. Title the presentation. To title the presentation0 hover over the grayed out untitled
document and type in the name of the presentation.
D.4.1.
D.$. Text will be typed directly into the slide. ictures may also be inserted directly on the
slide.
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D.$.1.
D.C. Aou may choose options regarding the appearance of your document similar to the
functionality of a 6icrosoft ublisher.D.C.1. )hoose <ile toF hare0 new0 open a new presentation0 ma3e copy0 import slides0
move to a folder or the trash0 trac3 revisions0 settings0 download0 and publish to the
web0 email0 and print.
D.C.2. )hoose 7dit toF undo0 redo0 cut0 copy0 paste0 select all0 or find and replace.
D.C.%. )hoose @iew toF present0 show animations0 zoom in or zoom out0 switch to html
view0 show spea3er notes0 give spelling suggestions and show shortcutsD.C.4. )hoose nsert to addF text boxes0 images0 word art0 video0 lines0 shapes0 tables0
comments and new slides.D.C.$. )hoose lide toF add0 delete or duplicate slides0 change themes0 bac3grounds or
transitions0 edit the master or move through the presentation.
D.C.C. )hoose <ormat toF choose font type and size0 bold0 underline0 stri3e through0 and
align text or text wrap0 format conditionally or clear formatting. istribute or
rotation0 and group or ungroup.D.C.D. )hoose #rrange toF place slides in order0 align vertically0 horizontally or centered0
D.C.;. )hoose Tools toF spell chec30 research0 define0 set preferences and add words to
the personal dictionary.D.C.!. )hoose Table to insert a table and set the parameters such as column and row
number as well as alignment.
D.C.1G. )hoose ?elp for help with slides0 report an issue0 report abuse and learn 3eyboard
stro3es. Aou can search on the subject of needed help and the document will appear
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D.C.11. <inally0 the tools or features you use most often will be found on the toolbar
above the document.
D.C.11.1.;. o0 what are some uses for the 'oogle resentationH tudents can use this presentation in
'oogle ocs to collaboratively create group presentations. Teachers can use this
presentation to create learning lessons. &y using this tool0 teachers may access this
presentation from any device rather than being tied to a thumb drive0 networ3 document
storage or specific device.
Tas 4& $r"!e'ral analysis ("r sin# the G""#le site t" !reate a ("rm.
1. @erify that you have a 'oogle email account. f you do not0 you will set one up. Aou can
find directions on how to set up your 'oogle email account ?7B7.
2. (pen a new browser using 'oogle )hrome by visiting www.google.com.
2.1.
%. :og into your personal email address.
%.1.
4. (nce you have entered your email address0 clic3 the icon that has ! bloc3s. This icon is
found in the upper right corner of the page as you enter your email system.
4.1.$. )lic3 the triangle icon called rive.
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$.1.
C. f you have not downloaded drive0 you may have to clic3 download0 then clic3 run for the
exe file. f you have 'oogle rive downloaded0 you should be able to enter drive when you
clic3 the triangle icon.
D. n the left sidebar of your rive account0 you will clic3 the red )B7#T7 button.
D.1.1.D.2. *hen you press the create button0 clic3 <(B6 from the list of items.
D.%. Title your form. Aou can enter a title for your form in two places. (ne in the upper left
portion of the site and one on the top line of the new form itself.
D.%.1.
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D.4. Aou may choose a theme by clic3ing the change theme button.
D.4.1.
D.$. Aou can view the form at any time during the creation by clic3ing the view live form
button.
D.$.1.
D.C. )hoose options under form setting. f you are in closed group0 re8uiring a specific log in
and automatically collecting the name of the respondent would be appropriate choices.
f your form is lengthy0 you can choose to show a progress bar. f you do not want
multiple forms from each person in the group0 you can select to allow for only one
response in this area.
D.C.1.
D.D. 5sually you will place a descriptor in the box under form. This gives further instructions
to the participant filling in the form.
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D.;.1.4.
D.;.1.$. )lic3 the done button and move to the next 8uestion by clic3ing #dd tem.
Aou will see the 8uestion you just entered above the add item button.
D.;.1.C.D.;.2. tart the 8uestion by choosing the type in the dropdown menu.D.;.%. Eext let+s loo3 at the select an answer type 8uestion.
D.;.%.1. )hoose )?7)> &(I7 or )?((7 <B(6 # :T to select an answer.
)hec3 boxes will allow for multiple items to be chec3ed while choose from a
list will only allow one box to be chec3ed.
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D.;.%.2.
D.;.%.%. Eotice0 you can set the /choose from a list 8uestion to go to a specific
8uestion based on your answer choice.D.;.4. Aou can preview your wor3 by clic3ing @iew live form. review to see what the
end user will see as they fill in the form. f you do not li3e an aspect of your form0
you can go bac3 to edit by clic3ing the edit 8uestions button.
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D.;.$.
D.!. *hen you are ready to send this form to others to use0 you can hit the send form button
located in the upper right corner.
D.!.1.
D.!.2. Aou will receive a pop up window with a web address to email directly0 you may
choose to embed your lin3 within a lesson0 you can enter email addresses or you can
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share via social media. (nce you have chosen your method for distribution of your
form0 you can hit done in the left corner.
D.!.%.
;. o0 what are some uses for the 'oogle formH Aou can use this method in your class to
collect class data from the parents. use this form for reserving testing slots in my building.
Aou can send a survey as3ing which activity students prefer for evaluation. Aou can send
course evaluations from this method. ince this from resides in your google account0 the
responses will automatically populate within a spreadsheet in the google drive account for
you to review and manipulate as needed.
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Determine the purposefor your use of Google
ToolsLog into your computer
Verty you have a
Google email account. You can nd directions
for setting up a freegoogle account by
visiting www.google.com
Open a browser windowwithin your computerprefereably Google!hrome." Download Google !hrome by
visiting www.google.com
Log into your personalemail address
!lic# the icon that has $bloc#s in the upper right
cornder of your homepage of the email
system.
!lic# the triangle iconcalled D%&V'. Download
if needed.
!lic# the red !%'(T'button in the left
sidebar.
)rom the !reate buttonyou may choose the
publication format thatwor#s for your purpose.*ee below based on the
choice
i! 5iew (l"w !hart& D"!ments an' F"rms within G""#le Drie
G""#le D"!ment
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! h o o s e D o c u m e n t
" t i t l e y o u r d o c u m e n t " d e t e r m i n e t h e l a y o u t o f y o u r d o c u m e n t
! h o o s e
) o r m a t " d e t e r m i n e f o n t s i + e c o l o r t y p e " d e t e r m i n e p a g e l a y o u t " d e t e r m i n e a l i g n m e n t
& n s e r t g r a p h i c s
t a b l e s a n d l i n # s
" c h o o s e t y p e s o f i t e m s t o i n s e r t
" g r a p h i c s " l i n # s " t a b l e s
! h o o s e * p r e a d s h e
e t " t i t l e t h e s p r e a d s h e e t " d e t e r m i n e t h e d a t a t h a t w i l l b e c o l l e c t e d w i t h i n
t h e s p r e a d s h e e t
! o l u m n s " d e t e r m i n e t h e d a t a t y p e c o l l e c t e d i n e a c h c o l u m n " d e t e r m i n e t h e h e a d e r f o r t h e c o l u m n
) o r m a t s o r t
f o r m u l a s
" d e t e r m i n e t h e s o r t m e t h o d f o r e a c h c o l u m n
" d e t e r m i n e t h e n u m e r i c f o r m a t o f t h e c e l l s " d e t e r m i n e f o r m u l a s f o r c e l l s a s n e e d e d t o
c a l c u l a t e d a t a
G""#le +rea'sheet
G""#le $resentati"n
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! h o o s e , r e s e n t a t i o n " t i t l e t h e p r e s e n t a t i o n
" d e t e r m i n e t h e i n f o a m t i o n t h a t w i l l b e i n c l u d e d i n t h e p r e s e n t a t i o n
! h o o s e ) o r m a t
" c h o o s e y o u r t h e m e " c h o o s e y o u r t e - t f o n t t y p e c o l o r s i + e
! h o o s e & t e m s t o
& n s e r t " c h o o s e l i n # e d i t e m s s u c h a s g r a p h i c s w e b s i t e s t a b l e s c h a r t s p i c t u r e s t e - t
! h o o s e T i m i n g " c h o s e y o u r s l i d e t r a n s i t i o n t i m e
" c h o o s e t r a n s i t i o n t y p e
G""#le F"rm
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! h o o s e
) o r m " t i t l e t h e f o r m " c h o o s e t h e t h e m e o f t h e f o r m
! h o o s e & n f o r m a t i o n " d e t e r m i n e t h e d a t a p o i n t s t o b e c o l l e c t e d
" d e t e r m i n e w h a t u e s t i o n s w i l l b e u s e d t o c o l l e c t t h e r e u i r e d d a t a
! h o o s e
/ u e s t i o n T y p e s
" d e t e r m i n e w h a t u e s t i o n s t y p e w i l l b e u s e d t o c o l l e c t t h e r e u i r e d d a t a
" d e t e r m i n e w h i c h u e s t i o n s w i l l b e r e u i r e d v s . o p t i o n a l " v i e w t h e f o r m e d i t a s n e e d e d
* p r e a d s h e e t
! r e a t i o n " s h a r e t h e f o r m w i t h t h e a p p r o p r i a t e s t a # e h o l d e r s " v i e w t h e r e s u l t a n t s p r e a d s h e e t . D e t e r m i n e t h a t a l l d a t a
p o i n t s a r e w e l l r e p r e s e n t e d .
+)%e!t -atter *6ert +-*
will serve as the 67 for this instructional project. hold a bachelor+s degree in econdary
cience 7ducation from 5'#0 but more importantly am an end user of the 'oogle suite of
tools on a daily basis. #s the former cience epartment chair for my campus and the current
testing coordinator0 there are numerous occasions where gather information and disseminateinformation to various groups of people on my campus. 6y former role as the science
department chair re8uired me to maintain a database of popular labs through shared files within
'oogle rive"0 maintain evaluations through <orms within 'oogle drive". *ith the resultant
spreadsheet0 can share the results with the individuals evaluated directly. can also house
beginning of term course set up directions via spreadsheets" and student information filled in
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by parents for individual students via 'oogle <orms". #ttendance has also been ta3en using
<orms. n my new role as testing coordinator0 am able to send a 'oogle <orm to students who
then register for their testing slots. This allows me to plan efficiently for proctor slots. 6ost
recently0 was able to have students pre-register for the #T using a google form and this
eliminated cost from ordering too many #T test boo3lets. There are a great number of tools
that0 if incorporated correctly0 will ma3e the job of the teacher much easier.
$art I5& Instr!ti"nal )%e!ties
Terminal )%e!tie 1& #fter completing the lesson0 the learner will be able to identify and usethe basic tools within the 'oogle rive tool ban3. )ognitive"
*na)lin# )%e!ties&
1AF iscuss a system for course file organization within 'oogle rive.
18F dentify uses of forms for course and class management.
1CF dentify0 create and upload different types of presentation documents and describe ideas for
classroom implementation.
Terminal )%e!tie 2
#fter completing the lesson0 the learner will identify0 create and implement the 'oogle <orm tool
to manage student information. )ognitive0 affective"
*na)lin# )%e!ties&
2A. iscuss the impact of a web based storage tool for student information driven by student and
parent input of data.
28. dentify uses of the 'oogle <orm tool within the classroom for other types of non-
management tas3s
a" roject sign up
b" Betest date registrationc" arental permission slips
2C. )reate and implement the use of a 'oogle <orm to collect and organize data for classroom
management.
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Terminal )%e!tie 3
#fter completing the lesson0 the learner will demonstrate how to create a logical system to
organize student wor3 by unit then tas3 in the 'oogle rive tool. )ognitive0 affective"
*na)lin# )%e!ties&
3A. iscuss the impact of a web based storage tool for student wor3
38. escribe the relationship between classwor3 organization and student success
3C. emonstrate how to share student wor3 for a collaborative wor3 environment
3D. emonstrate how to share student wor3 for evaluation by the instructor.
Terminal )%e!tie 4#fter completing the lesson0 the learner will demonstrate how to create #E upload a variety of
document types within the 'oogle rive tool. )ognitive"
*na)lin# )%e!ties&
4A. emonstrate how to create a spreadsheet within the 'oogle tool
48. emonstrate how to create a presentation within the 'oogle tool
4C. emonstrate how to upload and modify a document when created with another word
processing tool such as the 6icrosoft (ffice tools
Classi(i!ati"n "( Instr!ti"nal )%e!ties
C"ntent $er("rman!e
Re!all Ali!ati"n
<act 1)
)oncept 2#0 %# 20 2&
rinciples 1#0 1& 1)0 %&
rocedure 4 10 20 2)0 %0 %0 4#0 4&0 4)nterpersonal %)
#ttitude 2
C"rrelati"n "( Instr!ti"nal )%e!ties t" the I+T* stan'ar's
Instr!ti"nal )%e!tie I+T* +tan'ar'
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1 18, 2C, 2D, 3A,
1A, 18 1D, 2A, 38
1C 38,3D, 4A, 48,
2 1C, 2A, 28, 2C, 3C, 3D
2A 28, 38
28, 2C 3C, 3D3 1C, 1D, 38, 3D
3A, 38 38, 3C
3C 1D, 38
3D 3D
4 1A, 18, 1C, 1D, 2A, 2C, 3A, 38
4A, 48, 4C 2A, 2C, 2D, 3A, 38I+T* stan'ar's !"rtesy "( iste."r#9stan'ar's
$art 5& Deel"ment "( Assessments
Instr!ti"nal Desi#n D"!mentati"n& Desi#n "( Instr!ti"n an' Assessments
<or this portion of the >#0 there are a series of performance based assessments. 7ach
assessment has an opportunity to discuss with peers need and uses for each tool. (nce the tool is
discussed0 there are a series of performance based end products to address each objective.
Instr!t:
i"nal
+trate#ies
G"als9
)%e!ties
$er("rman!e
In'i!at"r
F"rms "(
Assessment
+!"rin# Gi'e ;DL9 Di((erentiati"n
Less"n 1&
An
Intr"'!ti
"n t" the
;ses ("r
+e!i(i!
T""ls
within
G""#le
Drie
This lesson
will introduce
the tools
available
within 'oogle
rive.
)%e!tie 1&
dentify the
basic tools
within the
'oogle rive
tool ban3.1AF iscuss a
system for
course file
organization
within 'oogle
rive.
18F dentify
uses of forms
for course and
1. ndividually
describe how an
electronic
document storage
system would be
valuable in their
course.
2. &rainstorm with
peers on how
forms may be used
to collect and
manage data intheir course
%. ndividually
identify the types
of documents that
might be used
within their course
storage system.
articipate in a
discussion thread
addressing each
3ey point as it
might relate to
their instruction
and management
of their course.
The prompt for
the discussion
might readF
-escribe your
current method for organizing wor3
within your
course. 7xplain
how this current
organization
system could be
converted to an
electronic system
of storing wor3.
tudents should
post for their ideas
for electronic filing
system0 then
respond to another
classmate+s ideas.
:oc3 the discussion
until the learner
posts their method.
:earners will be given a
choice of how to
participate in generating
and sharing uses for the
'oogle rive Tools.
(ptions include
asynchronous discussion0
independent submission
or online tool
presentation.
1. tudents may choose
to place a copy of their
filing system description
in a dropbox.
2. tudent may choose to
present their method
using a screen capture
such as screencast-o-
matic. ?ighly technical
users may use a pow
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class
management.
1CF dentify0
create and
upload
different types
of presentation
documents and
describe ideas
for classroom
implementatio
n.
*hat types of
documents could
be stored in this
fashion. Bespond
for yourself0 then
respond to one of
your classmates in
a meaningful
fashion. (nce
you have
responded0 list
some ways you
collect similar
data within your
class from
multiple sources.
<or example0
collecting email
addresses from
each student for
his or her motherand father.
toon or other free web
2.G presentation tool.
Less"n 2&
I'enti(y
;ses "(
F"rms in
G""#le
Drie
:earners will
determine
multiple uses
for collection
of data via
'oogle <orms.
:earners will
determine uses
of 'oogle
<orms for
)lassroom
managementtas3s.
)%e!tie 2F
#fter
completing the
lesson0 the
learner will
identify0 create
and implement
the 'oogle
<orm tool to
manage student
information.
2A. iscuss
the impact of a
web based
storage tool for
student
information
driven by
student and
parent input of
1. tudents will
participate in
brainstorming
ideas within a
discussion board
focusing on uses of
a google form in
their classroom
management of
data.
articipate in a
discussion thread.
7ach person must
answer one idea
for themselves0
then agree0 add0 or
build from
another+s idea
within the
discussion board.
tudents should
post for their ideas
for electronic filing
system0 then
respond to another
classmate+s ideas.
:oc3 the discussion
until the learner
posts their method.
tudents can join a
synchronous chat via
)ollaborate or #dobe
)onnect.
tudents can
asynchronously join
using a goggle doc to
load ideas into a
collaborative document.
tudents canasynchronously complete
answers to a form. ata
will be collected and
shared with classmates.
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data.
Less"n 3&
Imlement
a G""#le
F"rm an'
C"lle!t
Data (r"m
Learners
:earners will
determine the
basic
functionality of
the google
form.
:earners will
create a google
form that best
suits the need
of the learner+s
class
environment.
)%e!tie 2&
#fter
completing the
lesson0 the
learner willidentify0 create
and implement
the 'oogle
<orm tool to
manage student
information.
28. dentify
uses of the
'oogle <orm
tool within the
classroom for
other types of
non-
managementtas3s
a" roject
sign up
b" Betest
date
registratio
n
c" arental
permissio
n slips
2C. )reate and
implement the
use of a'oogle <orm
to collect data
for classroom
management.
5sing the provided
step by step
process for
creating a google
form0 create a form
that can used to
collect set data
points.
1. )reate a 'oogle
<orm that will be
used within the
classroom for
collection and
management of
data.
2. hare the form
with a classmates
via the discussion
board.
%. #nalyze the
data of the
resultant
spreadsheet.
:earners will
participate in a
discussion board
within the course
:6 to brainstorm
asynchronously"
ideas for uses of the
'oogle <orm for
data collection.
5sing a discussion
thread0 post the lin3
to both the form
and the resultant
spreadsheet. #llow
class participants to
access and fill in
the form so data is
collected. 7achlearner must
participate in %
form completions.
tudents will
receive full credit if
all elements of the
form are completed
such asF
1. #ppearance
2. )reate 8uestions
based on the data
points re8uired
%. dentified
8uestion types usedin each form based
on data points
4. #bility to share
form with others.
$. #bility to share
the resultant
spreadsheet with
others.
1. :earners may choose
to use a 'oogle
preadsheet to
collaborate
asynchronously or
synchronously" ideas for
uses of the 'oogle form.
2. :earners may use
'oogle 'roups to
participate in the
brainstorming activity.
%. :earners may share
their completed form and
share lin3 with the
instructor by pasting
within a word document
and uploading to a
dropbox.
4. :earners may share ascreen capture using
screen-cast-omatic or
the li3e" to explain how
to create and share a
google form.
Less"n 4&
<"w t"
!reate
:earners will
identify the
need for
1. 7nd product file
storage
tudents are able
to research articles
of interest
:earners will
participate in a
discussion board as
:earners will present
their organization
method using 'oogle
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"r#ani=ati
"n rles
an'
imlement
an "nline
'"!ment
st"ra#e
system
within
G""#le
D"!s.
organization
within the
online
environment to
increase
student
success.
5sing the
provided
scenario of
assigned wor30
students will
create a system
of organizing
the wor3
electronically
within the
google drive
system
)%e!tie 3&
#fter
completing the
lesson0 the
learner will
demonstrate
how to create a
logical system
to organize
student wor3
by unit then
tas3 in the
'oogle rive
tool.3A. iscuss
the impact of a
web based
storage tool for
student wor3
38. escribe
the relationship
between
classwor3
organization
and student
success
3C.
emonstrate
how to share
student wor3
for a
collaborative
wor3
environment
3D.
emonstrate
2. :evels of
organization
evidenced in the
created storage
system.
%. haring of
master file and all
files within the
system
correlating student
organization to
student success.
tudent groups
have choice in
how to submit
their
organizational
system based on a
scenario given by
the instructor.
part of an article
response. #ll
articles will be
documented within
the post.
:earners will be
divided into
collaborative teams
to devise an
organizational
structure within
google drive based
on an instructor
issued scenario.
)ollaborative teams
will share their
organizational
system via the
dropbox orscreencast-o-matic.
rive via the dropbox0 a
shared 'oogle ocument
or a screencast.
tudents may choose to
create a storage system
that wor3s for their
classroom without
collaboration. The end
result should be recorded
with a screenshot pasted
to a word document and
placed in the dropbox.
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how to share
student wor3
for evaluation
by the
instructor.
Less"n /&
I'enti(y
the Tyes
an' Create
a >"r'
$r"!essin#
D"!ment
within
G""#le
Drie
:earners will
identify and
create word
processing
documents
within the
'oogle rive
tools.
)%e!tie 4&
#fter
completing the
lesson0 the
learner will
demonstrate
how to create#E upload a
variety of
document
types 4A.
emonstrate
how to create a
spreadsheet
within the
'oogle tool
48.
emonstrate
how to create a
presentation
within the'oogle tool
4C.
emonstrate
how to upload
and modify a
document
when created
with another
word
processing tool
such as the
6icrosoft
(ffice tools
5sing basic
provided
information0 create
the following
within the 'oogle
rive tools.
-word processing
documents"
-spreadsheet
-presentation
7nd product of
each type
document0
spreadsheet0 and
presentation" of
document created
within the 'oogle
rive
&ased on identified
interest0 learners
will be placed in
collaborative
groups to create
several documents
within 'oogle
rive.
hare the lin3 of
each of the created
documents within a
discussion board.
The share lin3s will
be placed on aword document and
place the document
within the dropbox.
To receive full
credit0 one
document of each
type should be
placed in the
dropbox. 7ach
successfully created
document is 19% of
the credit for this
assessment.
'oogle 'roups
presentation post.
Less"n 1& An Intr"'!ti"n t" the ;ses ("r +e!i(i! T""ls within G""#le Drie
(bjective 1F dentify the basic tools within the 'oogle rive tool ban3.
1#F iscuss a system for course file organization within 'oogle rive.
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1&F dentify uses of forms for course and class management.
1)F dentify0 create and upload different types of presentation documents and describe ideas for
classroom implementation
Assessment& tudents will participate in a discussion board discussing how the 'oogle suite of
tools can enhance classroom management0 assist students with wor3 submission and organizationas well as enhance course material storage and delivery. # sample discussion board is listed
below. Eote0 the discussion thread contains a graphic and a hyperlin3 to an article of google
basics.
To receive full credit0 the learner must answer for independently first0 then the learner can
respond to a minimum of one post. iscussion post rubrics might loo3 li3e thisF
ndicator G points 1 point 2 points
ndividual post Eo post ost does not add to
the continuation of
the discussion.
ost enhances the
discussion.
Besponse to others Eo post to others Besponse does not
meet minimum
responses or response
is not reflective of theinitial post.
Besponse shows
careful analysis and
reflection of the
initial post.
ue date ost is late and does
not allow for
response
ost allows for
minimal responses
ost is early and
allows for multiple
responses
)onnections Eo connection is
made to the content
:imited connection is
made to the presented
material. :ac3ing in
Eew ideas or
connections are
made. epth of
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depth of 3nowldge 3nowledge or
multiple detail is
evident.
'rammar9 spelling (bvious grammatical
or spelling errors that
distract from thecontent of the post.
<ew grammatical or
spelling errors that do
not distract from thecontent of the post.
Eo obvious
grammatical or
spelling errors.
Total JJJJJJJ9 1G points
;DL rin!ile& The learner is allowed to submit in a variety of waysK differentiation is through
the multiple means of expression. :earners may submit a screencast lin3 within a dropbox0 or
send a share lin3 of a google document. This google document or screencast can be shared
within the discussion board as well. ?igh functioning learners may choose to create a pow-toon
or other presentation using another free web 2.G tool.
Besponses may include managing instructional materials0 documents or presentations.#dditional responses might include management of registrations and data.
Less"n 2& I'enti(y ;ses "( F"rms in G""#le Drie
(bjective 2F #fter completing the lesson0 the learner will identify0 create and implement the
'oogle <orm tool to manage student information.
2#. iscuss the impact of a web based storage tool for student information driven by student and
parent input of data.
Assessment& <or this assessment demonstration will choose to complete a differentiated
assessment. n this assessment0 students are given a lin3 to a 'oogle ocument. *ithin this
document0 learners are as3ed to list their ideas for using tools within 'oogle rive. (nce ideas
are listed0 students are as3ed to ran3 their li3elihood that they will use the idea in the future. 1 is
highly unli3ely0 $ is highly li3ely.
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tudent data can be analyzed and used to drive instruction. f the class is more comfortable with
one topic0 you can spend more time on a different lesson. )ollaboration on technology tools
among peers leads to further implementation of the tools.
;DL $rin!ile& The learner is allowed to submit in a variety of waysK differentiation is through
the multiple means of expression. :earners may submit a screencast lin3 within a dropbox0 or
send a share lin3 of a google document as shown above. # discussion board with the rubric
listed above is an easy and effective asynchronous method of submission. This google document
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or screencast can be shared within the discussion board as well. <or synchronous
communication of ideas0 students can enter a )ollaborate chat room. tudents can be divided
into brea3out rooms for large groups. This allows for all participants to share ideas.
Besponses will vary based on individual classroom structure as well as comfort levels of thelearner.
Less"n 3& Imlement a G""#le F"rm an' C"lle!t Data (r"m Learners
(bjective 2F #fter completing the lesson0 the learner will identify0 create and implement the
'oogle <orm tool to manage student information.
2&. dentify uses of the 'oogle <orm tool within the classroom for other types of non-
management tas3s
a" roject sign up
b" Betest date registration
c" arental permission slips
2). )reate and implement the use of a 'oogle <orm to collect data for classroom management
Assessment& <or this assessment0 the student will create a form based on classroom need or
scenario. The student should include several items. <or full credit0 the student must choose a
theme0 use different types of 8uestions0 determine which 8uestions are mandatory L"0 and
demonstrate the ability to share the form.
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&y pressing view live form0 you can chec3 the appearance of your form.
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f changes should be made0 you can clic3 edit this form to return to the original form. Aou may
share this form via email0 lin3 or embed code with the classmates.
;DL $rin!ile& The learner is allowed to submit in a variety of waysK differentiation is through
the multiple means of expression. :earners may submit a screencast lin3 within a dropbox
showing the steps for creating the form. This lin3 can be shared in the dropbox area. <or full
credit0 the student must choose a theme0 use different types of 8uestions0 determine which
8uestions are mandatory L"0 and demonstrate the ability to share the form.
Besponses will vary based on individual classroom structure as well as comfort levels of the
learner.
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Less"n 4& <"w t" !reate "r#ani=ati"n rles an' imlement an "nline '"!ment st"ra#e
system within G""#le D"!s.
(bjective %F #fter completing the lesson0 the learner will demonstrate how to create a logical
system to organize student wor3 by unit then tas3 in the 'oogle rive tool.
%#. iscuss the impact of a web based storage tool for student wor3
%&. escribe the relationship between classwor3 organization and student success
%). emonstrate how to share student wor3 for a collaborative wor3 environment
%. emonstrate how to share student wor3 for evaluation by the instructor.
Assessment& <or this assessment demonstration will demonstrate an example of the end result
of a storage system. Aou will notice the levels of organization based on the needs of the
secondary audience the supposition is that the primary audience is teaching this s3ill in the
class".
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Eotice the following structural components needed for a complete finished product.
1. #ll classes folders are listed under 6y drive.
2. #ll classes have unit folders nested within the class folder
%. #ll items for that unit are nested within the unit folder.4. Eotice the documents identify the owners and will identify if shared.
;DL $rin!ile& The learner is allowed to submit in a variety of waysK differentiation is through
the multiple means of expression. :earners may submit a screencast lin3 within a dropbox
showing the steps for creating the organizational system. This lin3 can be shared in the dropbox
area. <or full credit0 multiple levels of organization should be shown as well as a logical
progression of the levels. &ased on the given scenario by the teacher0 different numbers of levels
will be needed.
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Besponses will vary based on individual classroom structure as well as comfort levels of the
learner.
Less"n /& I'enti(y the Tyes an' Create a >"r' $r"!essin# D"!ment within G""#le Drie
(bjective 4F #fter completing the lesson0 the learner will demonstrate how to create #E upload
a variety of document types 4#. emonstrate how to create a spreadsheet within the 'oogle tool
4&. emonstrate how to create a presentation within the 'oogle tool
4). emonstrate how to upload and modify a document when created with another word
processing tool such as the 6icrosoft (ffice tools
Assessment& <or this assignment students are to create a presentation within google forms.tudents can wor3 in collaborative teams. <or full credit0 students must complete a brief
presentation on a topic of their choice with a minimum of % slides0 free of grammatical errors.
#ll presentations should have a theme0 title0 at least one inserted item and modified transition.
Aou can view the presentation by using the present button and share by lin30 email or embed
code.
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;DL $rin!ile& The learner is allowed to submit in a variety of waysK differentiation is through
the multiple means of expression. :earners may submit a screencast lin3 within a dropbox
showing the steps for creating the presentation. This lin3 can be shared in the dropbox area.
Besponses will vary based on individual classroom structure as well as comfort levels of the
learner.
$art 5I& C"ntent +e?en!in# an' Instr!ti"nal +trate#ies
Instr!ti"nal +e?en!e
+e?en!
e
Des!riti"n )%e!tie
1 dentify the tools available within the google tool ban3 for course
or ganization0 management and presentation implementation.
1
2 iscuss when to use a google form within the classroom for
management and data collection.
2
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% )reate a google form tool for course management purposes. 2
4 iscuss and implement a sample document storage system within
the 'oogle rive Tool.
%
$ iscuss and create presentation documents such as word
processing0 spreadsheet and presentation slides within the 'oogle
rive tool.
4
This se8uence uses several tools within the course learning management platform such as the
discussion board and the dropbox as well as external tools within the 'oogle rive platform to
show mastery of the creation of documents0 forms0 spreadsheets and presentations. :earners will
identify alternative uses for the tools and decide independently the tools to be used most often in
their classrooms.
Less"n 1& An Intr"'!ti"n t" the ;ses ("r +e!i(i! T""ls within G""#le
(bjective 1F dentify the basic tools within the 'oogle rive tool ban3.
(bjective 1#F The learner will describe a system for course file organization within
'oogle rive.
(bjective 1&F The learner will identify uses of forms for course and class management.
(bjective 1)F The learner will identify types of presentation documents and suggest ideas
for classroom implementation.
nitial resentationF rovide an example of student wor3 stored within the 'oogle rive tool via
screencast. *ithin a google document0 invite learners to participate in a listing of how three
components of 'oogle tools forms0 file storage and presentation documents" might be used
within their class or learning environment. They will use the collaborative tool to add to the listsin an asynchronous fashion.
'enerative trategiesF n a discussion board within the )ourse :earning 6anagement latform0
direct a dialog that identifies specific uses for each of the identified tools. :earners will give an
example of how a tool might be used in the management of their class0 how to create a personal
file storage system or how to direct students to organize their documents and how to help choose
which presentation tool to use as part of a student learning experience.
#lternative 'enerative trategyF 7ach learner could submit a word document listing their
specific strategy for use of the chosen tools. The alternative generative strategy is not
optimal as learners ta3e ideas from a free exchange of ideas within the discussion board
for use in their own learning environment"
#lternative 'enerative trategyF tudents can present their ideas for uses of the 'oogle
rives tools within a prezi0 pow toon or screencast. The lin3 to their presentation should
be posted within the initial discussion board.
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Less"n 2& I'enti(y ;ses "( F"rms in G""#le Drie
(bjective 2F #fter completing the lesson0 the learner will identify0 create and implement the
'oogle <orm tool to manage student information.
2#. iscuss the impact of an internet storage tool for student information
2&. iscuss the impact of student and parent input driven data
nitial resentationF @iew the ?idden 'em 'oogle <orm httpF99www.youtube.com9watchH
vMwwfD2lw:@A"
'enerative <ormF ivide the class into groups of $ learners. :eaner groups will participate in a
discussion board within the :6. :earners will brainstorm ideas of when to use a google form
within the classroom for management and data collection.
• #lternate 'enerative trategyF 5se a 'oogle preadsheet or doc for collaboration.
• #lternate 'enerative trategyF 5se 'oogle 'roups for collaboration.
Less"n 3& Imlement a G""#le F"rm an' C"lle!t Data (r"m Learners
(bjective 2F #fter completing the lesson0 the learner will identify0 create and implement the
'oogle <orm tool to manage student information.
2). :ist the technological advantages of housing student contact data in a web basedapplication
2. escribe uses of the 'oogle <orm tool within the classroom for other types of non-
management tas3s
d" roject sign upe" Betest date registration
f" arental permission slips
nitial resentationF end a form to all learners. <ields should include the followingF
• :ast name Text ,uestion"
•<irst name Text ,uestion"
• Type of form that the learner will li3ely use in their learning environment select all
8uestion"
• dea for using the form tool in their learning environment for classroom management
:ong #nswer ,uestion"
• *hat is your favorite past time 6ultiple )hoice ,uestion"
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'enerative trategyF :earners will create a form to use in their learning environment directly
related to data that is generally collected by returning a paper form to the teacher. This form will
be posted to the discussion board to be utilized by classmates.
Less"n 4& <"w t" !reate "r#ani=ati"n rles an' imlement an "nline '"!ment st"ra#e
system within G""#le D"!s.
(bjective %F #fter completing the lesson0 the learner will demonstrate how to create a logical
system to organize student wor3 by unit then tas3 in the 'oogle rive tool.
2#. iscuss the impact of a web based storage tool for student wor3
2&. escribe the relationship between classwor3 organization and student success
2). emonstrate how to share student wor3 for a collaborative wor3 environment
2. emonstrate how to share student wor3 for evaluation
nitial resentationF :earners will perform an article search regarding student organizational
strategies and s3ills.
• ample articles to be used as introduction reading material includeF
o httpF99www.additudemag.com9adhd9article9;!$;.html
o httpF99www.pbisworld.com9tier-29organizational-tools9
o httpF99eric.ed.gov9HidM7$G1%12
'enerative trategyF &rea3 the students into group of two. 7ach group should identify the 3ey
categories needed within the online organization system for their course. :earners should
identify types of documents that will be stored in the online system. :earners should determine
how often to update the online storage system.
• 7xampleF <or an online student0 it is recommended a folders titled with each course.
<urther each course will have folders with each unit name. *ithin each unit folder0 each
item will contain a specific naming convention corresponding to the assignment or lesson
title.
tudents will place the outline of their course organizational system into the dropbox within the
:6.
#lternative strategyF ?ave the learner groups present their strategy using a screencast of
their 'oogle rive account. ost the screencast within the dropbox.#lternative trategyF ?ave the learner groups post their organization method via 'oogle
doc. ost the shared lin3 within the dropbox.
Less"n /& I'enti(y the Tyes an' Create a >"r' $r"!essin# D"!ment within G""#le Drie
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(bjective 4F #fter completing the lesson0 the learner will demonstrate how to create presentation
documents within the 'oogle rive tool.
4#. emonstrate how to create a spreadsheet within the 'oogle tool
4&. emonstrate how to create a presentation within the 'oogle tool
4). emonstrate how to upload and modify a document when created with another word processing tool such as the 6icrosoft (ffice tools
nitial trategyF :earners will view a screencast on the google word processing documents within
'oogle rive. :earners will identify what type of document they use most in their classroom
practice.
'enerative trategyF :earners will be paired according to areas of interest based on their
response to the google form. :earners will create a document0 a spreadsheet and presentation
within their 'oogle rive. :earners will share their presentation with the students within the
class through the 'oogle 'roups section. The instructor will provide access to the 'oogle
'roups site.
Re(eren!es&
0(ctive and Generative Teaching.0 Active and Generative Teaching. 1.p. n.d.
2eb. 34 Dec. 5346.
(rditi (ries ,hD. 0'7ective !olor !ontrast.0 Lighthouse International -.
Lighthouse &nternational 5346. 2eb. 5$ 1ov. 5346.
0,rinciple &&. ,rovide 8ultiple 8eans of (ction and '-pression 9 1ational
!enter On :niversal Design for Learning.0 Principle II. Provide Multiple
Means of Action and Expression | National enter !n "niversal #esign
for Learning. 1.p. n.d. 2eb. 34 Dec. 5346.
02hat &s &nstructional Design; 9 &nstructional Design !entral.0 $hat Is
Instructional #esign% | Instructional #esign entral. &nstuctional Design
!entral n.d. 2eb. 34 Dec. 5346.
$art 5II& Desi#n "( Instr!ti"n
Instr!ti"nal Desi#n D"!mentati"n& Desi#n "( Instr!ti"n
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Instr!ti"nal
+trate#ies
)%e!ties ;DL
Less"n 1&
An Intr"'!ti"n t"
the ;ses ("r
+e!i(i! T""lswithin G""#le
Drie
This lesson will
introduce the tools
available within
'oogle rive.
)%e!tie 1& dentify
the basic tools within
the 'oogle rive tool
ban3.1AF iscuss a system
for course file
organization within
'oogle rive.
18F dentify uses of
forms for course and
class management.
1CF dentify0 create and
upload different types
of presentationdocuments and describe
ideas for classroom
implementation.
:earners will be given a choice
how to participate in generating
and sharing uses for the 'oogle
rive Tools. (ptions includeasynchronous discussion0
independent submission or onli
tool presentation.
Less"n 2& I'enti(y
;ses "( F"rms in
G""#le Drie
:earners will
determine multiple
uses for collection
of data via 'oogle
<orms.
:earners will
determine uses of
'oogle <orms for
)lassroom
management tas3s
)%e!tie 2F #fter
completing the lesson0
the learner will identify0
create and implement
the 'oogle <orm tool to
manage student
information.
2A. iscuss the impact
of a web based storage
tool for student
information driven by
student and parent input
of data.
:earners have choice in the
participation mode for the
brainstorming activity within th
group.
1. :earners will participat
a discussion board with
the course :6 to
brainstormasynchronously" ideas
uses of the 'oogle <orm
for data collection.2. :earners may choose to
use a 'oogle preadshe
to collaborateasynchronously or
synchronously" ideas fo
uses of the 'oogle form
%. :earners may use 'oog
'roups to participate in brainstorming activity
Less"n 3&
Imlement a
G""#le F"rm an'
C"lle!t Data (r"m
Learners
:earners will
determine the basic
functionality of the
google form.
:earners will create
)%e!tie 2& #fter
completing the lesson0
the learner will identify0
create and implement
the 'oogle <orm tool to
:earners will be given free cho
when as3ed to create a 'oogle
form that best fits the data they
regularly collect and manage
within their own class
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a google form that
best suits the need
of the learner+s class
environment.
manage student
information.
28. dentify uses of the
'oogle <orm tool
within the classroom for
other types of non-management tas3s
d" roject sign up
e" Betest date
registration
f" arental permission
slips
2C. )reate and
implement the use of a
'oogle <orm to collect
data for classroom
management.
environment. The share lin3
created by the individual learne
will be posted within the
discussion board.
Less"n 4& <"w t"
!reate "r#ani=ati"n
rles an'
imlement an
"nline '"!ment
st"ra#e system
within G""#le D"!s.
:earners will
identify the need for
organization within
the online
environment to
increase student
success.
)%e!tie 3& #fter
completing the lesson0
the learner will
demonstrate how to
create a logical system
to organize student
wor3 by unit then tas3
in the 'oogle rive
tool.
3A. iscuss the impact
of a web based storage
tool for student wor3
38. escribe the
relationship between
classwor3 organization
and student success
3C. emonstrate how
to share student wor3for a collaborative wor3
environment
3D. emonstrate how
to share student wor3
for evaluation by the
instructor.
tudents are able to research
articles of interest correlating
student organization to student
success.
tudent groups have choice in h
to submit their organizational
system.
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Less"n /& I'enti(y
the Tyes an'
Create a >"r'
$r"!essin#
D"!ment within
G""#le Drie
:earners will
identify and create
word processing
documents within
the 'oogle rive
tools.
)%e!tie 4& #fter
completing the lesson0
the learner will
demonstrate how to
create #E upload a
variety of documenttypes 4A. emonstrate
how to create a
spreadsheet within the
'oogle tool
48. emonstrate how to
create a presentation
within the 'oogle tool
4C. emonstrate how
to upload and modify a
document when createdwith another word
processing tool such as
the 6icrosoft (ffice
tools
&ased on identified interest0
learners will be placed in
collaborative groups to create
several documents within 'oog
rive.
$art 5III& F"rmatie *alati"n $lan
This evaluation will be created as a google form and delivered to the participants from the staff
development. The form E(T be set to collect email addresses so learners can give honest and
anonymous feedbac3. The form will be used as the last assessment or tic3et out the door to
conclude the course. The results will be compiled in a 'oogle spreadsheet. ata will be
evaluated and the results will be delivered to the course instructor0 course developer and staff
development manager. #dditionally0 the subject matter expert will be given a survey to evaluate
the development of the course content and delivery.
Ti!et "t the '""r N*hile many of the 8uestions below are in a chart for ease of a word
document0 all 8uestions will be listed in a google form for ease of delivery to the participants.O
Learner +rey esti"ns&
At the !"n!lsi"n "( this !"rse
lease ran y"r !"rse
+tr"n#l
y A#ree
A#ree @either
a#ree
Disa#ree +tr"n#ly
Disa#ree
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e6erien!es.
+!ale esti"n within G""#le
("rms / 4
n"r
'isa#ree
3 2 1
1. The course was easy to access.
2. The course expectations were
clearly defined as tas3 results wereclearly outlined and explained.
%. The provided instructions were
easy to follow in a step-by-step
fashion.
4. 'raphics were instrumental to
completion of the tas3s.
$. The overall content of this
course holds value to my daily
practice of delivering instruction in
my classroom.C. The overall content of this
course holds value to my class and
student data management.
D. will use 'oogle documents to
deliver instruction in the future.
;. will use 'oogle a google
spreadsheet to house data relating
to classroom management in the
future.
!. will use 'oogle presentation to
deliver course instruction in the
future.
1G. will use 'oogle presentation
as a method for students to submit
assignments in the future.
11. will use 'oogle forms to
collect data in my classroom in the
future.
12. will assist my students in
wor3 organization habits by
teaching the 'oogle rivedocument storage techni8ues in the
future.
1%. The instructor was available to
answer 8uestions regarding the tas3
to be completed.
14. The instructor placed the
learner at ease when as3ing
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8uestions.
1$. The instructor was timely in
response to email correspondence
1C. The instructor was timely in
response to phone correspondence.
1D. The instructor was3nowledgeable of the :6
technology.
1;. The instructor was
3nowledgeable of the content tas3s
re8uired.
1!. The instructor was timely in
returning submitted assignments
with feedbac3
2G. The instructor provided
valuable feedbac3 forimprovement.
21. 5se of technology resources
enhance student learning.
22. rior to this course0 had an
expansive 3nowledge of the
'oogle rive suite of tools.
2%. Naragraph ,uestionO escribe how you will use 'oogle rive in your classroom
management systems in the future.
24. Naragraph ,uestionO escribe how you will teach 'oogle rive in your classroom to store
student created e-documents9spreadsheets9presentations into classroom organizational processes
in the future.
2$. Naragraph ,uestionO escribe how you will use 'oogle rive in your classroom to store
teacher created e-documents9spreadsheets9presentations into classroom presentation or
instruction processes in the future.
In the (tre, "n a s!ale "( 1:/
where 1 is n"t 5*R liely an' /is 5*R liely, lease ran y"r
h"w liely y" are t" se G""#le
Drie t""ls ("r the ("ll"win#&
+!ale esti"n within G""#le
("rms
5ery
Liely
/
Liely
4
@either
lielyn"r
nliely
3
nliely
2
5ery
;nliely
1
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2C. lanning for instruction
2D. elf-(rganization
2;. (rganization of student data
2!. (rganization of course
instructional materials
%G. (rganization of student wor3assisting students in organization
of student wor3"
%1. #llowing students to select how
to submit assignments wor3
differentiation"
%2. #llowing students to register
for help9 tutoring sessions
%%. #llowing students to register
for volunteer sessions
%4. #llowing students to schedule
advisement appointments
%$. #llowing students to schedule
testing appointments
%C. #llowing parents to schedule
conferences
%D. #ssist with parent
communication documentation
%;. &ased on your participation in
this course0 would you recommend
this course to other teachers
entering the online teachingenvironmentH
%!. Nparagraph 8uestionO &ased on your participation in this course0 provide suggestions for
improvement for instructor.
4G. Nparagraph 8uestionO &ased on your participation in this course0 provide feedbac3 for what
you enjoyed or appreciated regarding your interaction with this instructor.
The 67s will be the staff development chair as well as the supplemental course coordinator.
7valuation of the lessons will be returned to the instructional designer. will deliver the results
to the learner survey to the staff development chair and supplemental course coordinator for
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decisions on inclusion in the future course offerings to the adjunct staff. will ma3e adjustments
to the instructional design based on the feedbac3 from the 67.
+-* +rey
At the !"n!lsi"n "( this !"rse'eel"ment, r"i'e y"r
(ee')a! t" the 'eel"ment
in'i!at"rs.
+!ale esti"n within G""#le
("rms
+tr"n#ly A#ree
/
A#ree
4
@eithera#ree
n"r
'isa#ree
3
Disa#ree
2
+tr"n#lyDisa#ree
1
1. nstructional designer was
receptive to feedbac3.
2. nstructional designer was
responsive to re8uested changes
with the instructional design.%. nstructional designer provided
instructional materials appropriate
to the technical level of the primary
audience
4. nstructional designer provided
materials in a variety of media and
formats
$. nstructional designer provided
information and resources that are
well researched and fact chec3ed.
C. nstructional designer providedmultiple tools for evaluation of
tas3s or concepts.
D. nstructional designer provided
opportunity for differentiation in
content delivery.
;. nstructional designer provided
opportunity for differentiation in
assessment.
!. nstructional designer provided
opportunities for peercollaboration.
1G. nstructional designer provided
instruction that aligns with the
terminal goal for each lesson.
11. nstructional designer
integrated technology into all areas
of instruction.
8/20/2019 FRIT 7231 Key Assessment Final Project GrayC
http://slidepdf.com/reader/full/frit-7231-key-assessment-final-project-grayc 57/57
11. nstructional designer provided
an opportunity for feedbac3
regarding the design from the
learner.
12. nstructional design of this
course is engaging.
1%. Nparagraph 8uestionO :ist any changes to the course structure that needs to be made
before the course is offered in the future.
14. Nparagraph 8uestionO :ist any changes to the course content that needs to be made before
the course is offered in the future.
1$. Nparagraph 8uestionO :ist any potential issues with ease of use for the learner.