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INSTRUCTIONAL DESIGN PROJECT

Instructional Design Project: Google Application Training

Marybeth Burriss, Pamela Jimison, Beth Kramer, Tysheonna Porcher, and Winnie White

Liberty University

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Instructional Design Project: Google Application Training

Google Application provides free web-based applications that allow for collaboration.

According to the Framework for 21st Century Learning (2011), students need to learn not only

specific skills and content knowledge, but they must increase in critical thinking, collaboration,

communication, and creativity skills. Through a safe and collaborative environment, teachers can

utilize the free benefits of Google applications in order to help their students become 21st century

learners. Google Apps are not only free, but the information is automatically saved where it can

be accessed anytime and anywhere (Google, 2012).

Needs Identification

Our team has identified a need in a real-world environment, Capital Christian School in

Sacramento, California. The technology mission is to prepare students in academic excellence

through the foundation of biblical truth (Jimison, 2012). Jimison states that the school is

committed to incorporating technology across the curriculum, with available access to all

students, so that they will develop 21st century skills. Technology is widely available at the

elementary, middle, and high school campuses. While teachers understand how to use the basic

technology, professional development training is needed to learn how to incorporate the

technology into their classrooms to improve student learning and 21st century skills (Hirsh,

2012). The primary purpose of the course will be to teach educators how to use Google Apps to

promote collaboration among teachers, students, and parents. The establishment of this course

was based upon several identified needs.

Administration at Capital Christian School requires that every teacher spend a minimum

of ten hours in technology training. According to the Expected School-wide Learning Results

(ESLRs) and Association of Christian Schools International (ACSI) accreditation, teachers must

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meet the needs of the California state standards while integrating technology into the curriculum.

Built into every teacher contract is the commitment to ten hours of professional development in

technology integration. This training module offers six to eight hours of technology training that

would address the need for teachers to improve student content learning and 21st century skills

through technology within a distance-learning format. Teachers may complete the modules after

school or at home.

Goal Statement

Upon reading the learning materials and completing the learning modules related to

collaborative documents using Google Documents, e-learning students from Capital Christian

School will be able to start a new document, edit and format the document, share it with

colleagues, and collaborate with colleagues before publishing it to their e-portfolio on Google

drive.

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Task Analysis

Broad Goal

Upon completion of the E-learning modules, learners will be able to successfully create a

document and collaborate with colleagues on that document.

Prerequisite Skill: The learners must have knowledge of basic computer and word processing

skills.

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Context and Learner Analysis

Capital Christian School is a private Christian school servicing approximately 1,200

students in kindergarten – grade 12. It is a member of the Association of Schools International

(ACSI). The students come from the surrounding counties of Sacramento, Placer, and El Dorado.

They are of varying backgrounds and cultures. Students in grades kindergarten – grade 5 have a

single classroom teacher with elective courses in physical education, music, and computers.

Students in grades 6 –12 have multiple teachers and subject courses.

All teachers at Capital Christian School are highly qualified with a valid California

teaching credential. The school upholds rigorous academic standards in order to maintain its dual

ACSI and Western Association of Schools and Colleges (WASC) accreditation (Capital

Christian School, 2012). The teachers range from first year teachers to veteran teachers with over

thirty years of experience. All teachers at Capital Christian School are required to take part in a

minimum of ten hours of technology training per year. The high school computer teacher offers

sessions of training in a variety of areas after school and emails events to teachers. Teachers are

also encouraged to take their own courses including webinars online. They record their

technology professional development hours and email the recorded hours to the computer

teacher. Pam Jimison, Technology Consultant, works with a handful of teachers who received

new technology equipment including iPads to help them with technology integration.

While many teachers at Capital Christian are proficient with basic technology skills

including the use of Microsoft Office Products, most teachers are uncomfortable using

technology in the classroom. Many teachers lack confidence in the use of technology with

students. They attend the training courses, but do not understand how to use the information in

their own classroom.

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The teachers at Capital Christian School prefer to attend training sessions at their own

time and pace. Capital Christian School does not reimburse teachers for the time or money to

take professional development courses. By offering free training to the teachers online in Google

Apps, the teachers will be able fulfill six to eight technology hours. They will receive

information not only on how to use Google Doc on a personal level, but also integration ideas so

that they may improve student collaboration and 21st century skills with confidence.

This course was built upon Knowles’ theory for adult learners. Knowles (1970)

developed a theory called andragogy. In designing this course for mature adults, the

instructional design needs to be self-directed and allow for a high level of learner control

("Andragogy," n.d.). Adult learners want to be co-creators in their instruction. In this course

design, the instructor is a facilitator rather than a lecturer (Spector, Merrill, Van Merrienboer, &

Driscoll, 2008). Knowles (1984) suggests applying four principles of andragogy for instructional

design of adult learners: (1) explain why specific components are being included in instruction,

(2) the course needs to be high level and task oriented rather than lower level with

memorization, (3) the learners’ germane and extrinsic cognitive loads need to be taken into

consideration (Spector, Merrill, Van Morrienboer, & Driscoll, 2008), and (4) the environment

needs to be highly learner controlled ("Andragogy," n.d.).

Our instructional design project on Google apps will follow Knowles principles by

allowing a high level of learner control and providing task-based learning. Students will be

instructed via the Learning Management System (LMS), Canvas, allowing students to choose

which novel they would like to use for their novel guide document. Students can access the

Canvas course anywhere an Internet connection is available.

Objectives

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1. Using Google drive and the pre-written Word document, students will create a Google

document and save the document to the Google drive by the due date.

2. Using the Google drive share button, students will share the document with a colleague by the

due date.

3. Using Google Doc, students will format the document using text and visuals with two or less

formatting errors.

4. Using Google chat and comment, students will collaborate to improve the document with two

or less formatting errors.

5. Having completed all the module tasks, learners will submit the completed document by

sharing the document as a link through Google drive by the due date.

Pre-assessment

The learners will complete a Google document form to assess their readiness to complete

the instructional unit. If they can answer yes to all the questions, they can proceed to the

instructional activities. If they answer no to any of the questions, the facilitator will meet with

them to resolve any of these problems. The facilitator will help guide learners in finding a

computer to work on with Internet access, walking through the process of getting a Google

account, and locating the Google drive. The form is located at

https://docs.google.com/spreadsheet/viewform?

formkey=dEt6dFBpRHdaLW5BU2JRT1RBd0hIcmc6MQ . It includes the following four

questions:

1 Are you familiar with Microsoft Office Products such as Word, PowerPoint, etc.?

2 Do you have access to a computer and the Internet?

3 Do you have a Google account set up in your name?

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4 Do you have access to your Google drive?

Prior to starting the course, the Canvas facilitator will gather all learners’ emails and will email

their individual login information.

Assessments

This is a non-academic training course for the elementary school teachers at Capital

Christian School. The assessments are reflective and task-oriented with rubrics. Learner

participation will be assessed through the tracking system within the Canvas LMS. The

facilitator will view learner analytics within the system and determine if the learner is moving

forward through the course. If there is no movement through the course, the facilitator will

contact the learner by email to find out if there are needs or questions. The rubrics are located in

Appendix B.

Final Portfolio

The learner will submit the final document to the Canvas assignment link. The learner

will share the final document on Google drive with the Capital Christian School administrator

and Instructional Technology Director as proof of technology hours earned. The learner may

choose to share the final document with other school colleagues.

Instructional Strategy

The above goal and context and learner analysis were used to develop the following

learner objectives. The objectives are in accordance with the Google apps training module

(Google, 2012). Each module will guide the learner with opportunities to create, edit,

collaborate, and improve a predetermined novel guide. The modules will conclude with a

document that the teachers will be able to use in their classrooms.

Dick, Carey and Carey (2005) identify four elements of the instructional strategy:

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1. Content Sequence and Clustering

Each module in this course will provide opportunities for the learner to practice a set of

skills within the Google document. The work will have opportunities for asynchronous and

synchronous collaboration. Learners will be able to work on the document by themselves and

also with the group from a remote location. The learners will use Google chat as an

asynchronous or synchronous format. The modules will conclude with a document that the

learner will be able to use in his or her own classroom.

Prerequisite tasks prior to lesson:

The learners will complete a Google document form to assess their readiness to complete

the instructional unit. If they can answer yes to all the questions, they can proceed to the

instructional activities. If they answer no to any of the questions, the instructor will meet with

them to resolve any of these problems.

The teachers will communicate with their fellow grade level members to choose a novel

that would best meet the California’s Common Core State Standard for English grades 3-5

number 10, “By the end of the year, read and comprehend literature, including stories, dramas,

and poems, ... text complexity band proficiently, with scaffolding as needed at the high end of

the range” (California’s State Board of Education, 2010). Teachers will divide the novel into

sections and write discussion questions for their portion. They will type the questions into a

Word document. This document will be used to create the first Google document during the

course. They will access this document in the school computer lab through the school-wide

network. Final completion of this project will be a document that teachers will use in the

classroom.

Sequence

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Pre-instructional Activity (Introduction :30).

During a teacher in-service day, the technology consultant will introduce the Canvas

learning management system to the learners and instruct them that their username and password

for Canvas has already been emailed to them. The technology consultant at Capital Christian

School will demonstrate how to navigate through the course, how to log in, and where the course

content and assignments are located. The technology consultant will answer concerns and

questions and time will be allotted for the beginning of the course during the in-service session.

The teachers will bring the novel they have chosen for their grade level to the initial

course in-service meeting. During this first meeting, each teacher will then meet with the other

teacher in their grade level to determine which novel they will use for this project.

Prerequisite Novel Work (2+ hours depending upon novel choice and collaboration)

Having read the novel, teachers will split the novel into sections. They will prepare

questions and save to a Word document.

Module 1 (1:00)

Having prepared the questions, teachers will work through module one and save the

document as a Google doc.

Modules 2-4 (4 hours)

Teachers will work through the course modules individually. Some of the modules will

begin with a video introduction.

Collaboration (Time allotment as needed)

Teachers will collaborate via the Google chat tool to edit and improve the novel unit as

per rubric guidelines.

Reflection Discussion Post (1:00)

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Teachers will reflect on their collaboration and post their thoughts on how they could use

this feature in their classroom to the discussion board. They will respond to the posts of two

colleagues.

Submit Document (:15)

Teachers will submit the final document through the Google drive share button.

2. Learning Components

All course content will be hosted in Canvas. The facilitator will monitor this site daily.

The facilitator contact information will be included on the Homepage when students log in. The

facilitator will also email all the learners at their Gmail accounts with a welcome and contact

information. Before starting the workshop, the learner will need to take an online quiz consisting

of four “yes” or “no” questions to determine if they are ready for this workshop. If they answer

“no” to any of the questions, they will need to have a one-on-one session with the facilitator

either through Google chat or telephone before they can begin. This will help the facilitator

problem solve any question in which they answer “no”. Some prerequisites may need to happen

before they can proceed. If they answer “yes” to all three questions, then they are able to proceed

into the workshop.

Teachers will be presented with exposure to the Canvas LMS by the technology

consultant. Course objectives and expectations will be given at the beginning of each module

through Canvas. The teachers will work through the self-paced module materials by clicking on

the navigational links.

Instruction will be given by means of video and text. The content for the course will be

provided through Canvas and embedded Google training videos. Students will work on

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components through the Google drive. The introduction module will have a Prezi presentation

embedded into the Canvas module.

Assessments will be task-oriented and reflective. Formative assessments will be submittal

of assigned work and a final rubric. Reflective discussion posts and rubric guidelines will also

serve as formative assessments. The final project of a novel unit will be submitted for course

completion. See appendix A.

3. Student Groupings

a. Learners will begin the training during teacher in-service, grouped with their grade

level or content area colleagues.

b. Learners will complete the modules individually. Learners will collaborate using

Google chat and email.

4. Selection of Media and Delivery Systems

This course follows a synchronous format to ensure all learners are collaborating and are

equipped with a Google account and a Canvas account. Facilitators are available prior to the

course starting to help answer immediate questions about creating the accounts. The course then

progresses with learners working through modules and collaborating together using Google chat

and comments to generate a novel guide to immediately take back to their classroom.

Media Selection

Canvas

The course will be delivered using Canvas, a learning management system provided by

Instructure; www.canvas.instructure.com. Canvas is compatible with all browsers including

Google Chrome, Internet Explorer, Firefox and Safari. Canvas will function with present and

most past versions of browsers, as well. Students will be able to access Canvas using an internet

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connection with a minimum bandwidth of 128kbs. Although a mobile version of the course is not

available, learners may access the course on any mobile device through the device’s browser.

The Canvas course modules will access the Google training site through Open Tapestry. Some

course features will be the module links, assignment portal, grades, and discussion board.

Facilitators using this course will need an internet connection and a teacher login for

Canvas. They will need to familiarize themselves with the Canvas features. Facilitators may need

an introduction to the Canvas system from a representative from Canvas.

Google Video Tutorials

Google video tutorials will be embedded into Canvas for this course. The videos have

been created by Google and are in Adobe Flash 11.5 format. Students should have the latest

version of Flash installed, although the videos may be compatible with earlier versions of Adobe

Flash 9. Students will also need to ensure they are not denied access to Flash videos. Students

will need a minimum bandwidth of 128kbs. Since Google Docs is browser supported, no other

software is needed.

Google Drive and Google Doc Application

Learners will log in to the Google drive through their internet browser and work on a

Google Doc including the comment/chat tool. Learners do not need to load any software because

it is web-based. The only skills required are general word processing and basic computer skills.

Prezi

The Canvas course will begin with a simple Prezi. A Prezi is a web-based presentation

tool. The Prezi will introduce the teachers to the Google training course. It is simple and will

state a “welcome” to the online course. It will be embedded into the Canvas LMS. The learners

will click the Prezi box to view the Prezi.

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Copyright

Open Tapestry will be used to integrate content from the internet. When content is

collected using Open Tapestry the attribution including the source, author, and license are

automatically uploaded and available with all content.

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INSTRUCTIONAL DESIGN PROJECTModule

Task Objective Assessment InstructionalContent

StudentParticipation

StudentGrouping

TimeAllottment

Software Technology

P Pre-requisite

Learner will complete a Google document form to access prior knowledge

Pre-assessmenthttps://docs.google.com/spreadsheet/viewform?formkey=dEt6dFBpRHdaLW5BU2JRT1RBd0hIcmc6MQ

Basic directions / No instruction. The form will be sent to teachers via email.

Complete the questionnaire by completing four yes or no questions.

Individual 15 minutes. Further interaction with instructor is required if “no” is answered to any question

Email ComputerEmail accountKeyboardInternet

P Pre-requisite Novel work.

n/a n/a n/a Learners will meet with grade level colleagues to choose a novel for the unit. They will split up the novel and create questions in a Word document.

Individual and grade level groups.

2+ Microsoft Office - Word

ComputerKeyboardAccess to school network

1 Work with documents

Using Google drive and the pre-written Word document, students will create a Google document and save the document to the

Rubric for formative assessment

Module 1 video and written instructions.

Learners will save the Word document as a Google document on their Google drive.

Individual and grouped per grade level

30 min. Canvas,Google Doc,Prezi,Google training videos embedded into

Computer InternetKeyboard

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https://docs.google.com/spreadsheet/viewform?formkey=dEt6dFBpRHdaLW5BU2JRT1RBd0hIcmc6MQ



INSTRUCTIONAL DESIGN PROJECTGoogle drive by the due date.

Canvas,Adobe Flash, browser

2 Manage documents with multiple editors

Using the Google drive share button, students will share the document with a colleague by the due date.


Module 2 videos and instructional content on Canvas.

Continue to work through the modules. Use the Google comment tool. Type in a Google document. Use the email tool. Answer a discussion board post.

Individual and grouped per grade level.

2+ hours / self paced

Canvas,Google Doc,Google training videos embedded into Canvas,Adobe Flash, browser

ComputerInternetKeyboard

3 Basic Formatting

Using Google Doc, students will format the document using text and visuals with 2 or less formatting errors.



Continue to work through the modules. Type into the Google document. Collaborate via comment tool. Answer a discussion board post.

Individual and grouped per grade level.

2+ hours self paced

Canvas,Google Doc,Google training videos embedded into Canvas,Adobe Flash, browser

Computer, Internet, Keyboard

4 Improve the writing process

* Using Google chat and comment, students will collaborate to improve the

Learners will write a discussion post on how to use Google chat


Finish the modules. Reflection discussion post. Respond to other posts.

Individual- Each learner will make a discussion board post and submit their Google

1 hour Canvas,Google Doc,Google training videos

Computer, Internet, Keyboard

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INSTRUCTIONAL DESIGN PROJECTdocument with 2 or less formatting errors.* Having completed all the module tasks, learners will submit the completed document by sharing the document as a link through Google drive by the due date.

in their classroom. The final document will be submitted and a final rubric will be used for assessment.

Doc. embedded into Canvas,Adobe Flash, browser

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References

Andragogy (M. Knowles). (n.d.). Retrieved from

http://www.instructionaldesign.org/theories/andragogy.html

Benefits – Google Apps for Education. (2012). Google. Retrieved from

http://www.google.com/enterprise/apps/education/benefits.html

California Department of Education (2010). California’s common core state standards for

English language arts, literacy in history/social studies, science, and technical subjects.

Retrieved from

http://www.scoe.net/castandards/agenda/2010/ela_ccs_recommendations.pdf

Capital Christian School. (2012). Capital Christian School. Retrieved from

http://www.ccscougars.org/index.aspx

Framework for 21st Century Learning. (2011). The Partnership for 21st Century Skills.

Retrieved from http://www.p21.org/overview/skills-framework

Frank, M. (2008). Google Docs for Educators: Grading Parameters. Retrieved from

http://edtech2.boisestate.edu/frankm/EDTECH512/unit_four.html

Hirsh, S. (2012). The Common-Core Contradiction. Education Week, 31(19), 22-24.

Jimison, P. (2012). EDUC 638 Jimison Tech Plan. Unpublished manuscript, Department of

Education, Liberty University, 2012.

Knowles, M. (1970). The modern practice of adult education: From pedagogy to andragogy.

New Jersey: Prentice Hall Regents.

Module 4: Docs - Google Apps Education Training Center. (n.d.). Retrieved from

https://sites.google.com/a/googleapps.com/edu-training-center/Training-Home/

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module-4-docs

Spector, J. M., Merrill, M. D., Van Merrienboer, J., & Driscoll, M. P. (2008). Whole task models

in education. In Handbook of research on educational communications and technology

(3rd ed., pp. 441-456). New York, New York: Routledge.

Spector, J. M., Merrill, M. D., Van Morrienboer, J., & Driscoll, M. (2008). Human cognitive

architecture. In Handbook of research on educational communications and technology

(3rd ed., pp. 173-183). New York, New York: Routledge.

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Appendix A

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Appendix B

Assessment Rubrics

Objective 1 Rubric:

The learner will create a Google Doc and save it to the Google drive by the due date.

20 Points:The document is saved by the due date.

10-15 points:The document is not saved by the due date.

0 points:No document was submitted.

Objective 2 Rubric:

Using the Google drive share button, students will share the document with a colleague by the due date.

20 Points:The document is shared with the facilitator by the due date.

10-15 points:The document is not shared by the due date.


Objectives 3-4 Rubric:

Excellent Adequate InsufficientFormatting10 points

Format of document follows assignment parameters with 2 or less mistakes.

Format of document follows assignment parameters with 3-5 mistakes.

6 or more

Content10 points

Content does not vary from assignment parameters.

Content is close to assignment parameters but may be missing some key points.

Content is insufficient.

Grammar10 points

There are no mistakes in grammar or punctuation.

There are 2-3 mistakes in grammar or punctuation.

There are 4 or more mistakes in grammar or punctuation.

Participation10 points

The learner participated in the discussion and replied to two or more colleagues.

The learner participated in the discussion and replied to one colleague.

The learner did not respond to the discussion or did not reply to a colleague.

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Objective 5 Rubric:

Having completed all the module tasks, learners will submit the completed document by sharing the document as a link through Google drive by the due date.

20 Points:The document is submitted by the due date.

10-15 points:The document is not submitted by the due date.


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