Running head: ISD COLLABORATIVE PROJECT ISD Collaborative Project: Google Classroom Samuel Abebreseh ‘Mark Applegate Jason Lauer Lateashia Murdock Sharee Verar Erica Yuille EDUC 633 Dr. Randall Dunn Liberty UniversityISD: GOOGLE CLASSROOM EDUC 633 Instructional Design Collaborative Project LIST OF TEAM MEMBERS Team Member Email Address Jason Lauer jason.lauer@gmail.com Lateashia Murdock teashiam@gmail.com Erica Yuille ericayuillel @gmail.com Share Verar VerarSharee@gmail.com Samuel Abebreseh abebreseh78@gmail.com Mark Applegate fabalazoom@gmail.com TEAM SYNCHRONOUS TECHNOLOGY The team has chosen to use Google Does and the incorporated chat feature as the primary collaborative technology for planning sessions throughout the assignment. Additional communication will occur using the Gmail accounts listed above. The collaborative meetings will occur within Google Docs while simultaneously recording the sessions using ScreenCast, followed by posting the recording to YouTube for future reviewISD: GOOGLE CLASSROOM 3 NEED IDENTIFICATION & ANALYSIS Focusing on the International Society for Technology in Education (ISTE) first standard for teachers, a need is identified to allow for advanced student learning, creativity, and innovation (International Society for Technology in Education (ISTE, 2008). The following Instructional Design (ISD) project will focus on the implementation of Google Classroom within a K-12 environment. A specific breakdown will be created and explained describing the professional development which will be available for teachers and administrators to help understand the basics in using Google Classroom. Google Classroom is a blended learning platform that has been used for years in K-12 programs across the country as a means of helping teachers save time, keep classes organized, and improve communication with students. At its inception, Google classroom was only (or primarily) available for K-12 institutions and their teachers. In 2017, Google Classroom became available to the private user, non-profits, and anyone with a personal Google Account. ‘The extension of this free service opens up new possibilities for blended learning opportunities in the K- 12 setting for both students and instructors, Google Drive, in accordance with Google Classroom, provides the students with authentic opportunities to collaborate with others during the creation, sharing of resources, documents, and projects (Hostrup, 2015). The initial needs analysis for the Instructional Design (ISD) project would be to evaluate the potential benefit of using Google Classroom as a learning management system for K-12 teachers and administrators. This would require a survey of both teachers and administrators pertaining to interest and familiarity with Google applications. The overall goal of the ISD Project would be to develop technological aptitude in basic learning management system functions such as uploading documents, adding announcements, and creating assignments, PriorISD: GOOGLE CLASSROOM 4 to the effective implementation of Google Classroom as the primary learning management system, it would be essential to create professional development material for teachers and administrators intending to utilize the program within their curriculum and ensure all parties have general prior knowledge of technology resources. GOAL STATEMENT To train K-12 teachers and administrators on implementing Google classroom as the primary learning management system for their school district. Teachers and administrators will be trained through various parts of the school year to ensure a successful roll out. Professional development and training opportunities will be provided by educational technologists at each school. Best practices for collaboration between students, teachers, and administration using the Google apps for education suite within Google Classroom will be taught in accordance with ISTE’s first standard for teachers. ‘TASK ANALYSIS os-s-8) “cs s ee Utilizing the Dick-Carey and Carey Model linear model the task analysis will focus on the implementation of Google Classroom, professional development, and multiple classroomISD: GOOGLE CLASSROOM 5 specific tasks (Keles, Eriimit, & Ozkale, 2016). The task focus is to implement Google Classroom as the primary learning management system and collaborative tool for the school district. The implementation of Google Classroom will need to be a team effort to ensure success. Educational technologists and school administration will focus on professional development and training. Teachers will be trained to incorporate a series of steps including signing up for a Google account, create a Google classroom, upload documents, and create assignments. Teachers, educational technologists, and administrators will all be responsible for identifying the various collaborative opportunities Google Classroom brings to their schools. Evaluations will be conducted on the teacher's, educational technologist, and administrators. The evaluations will determine if revisions need to be made on the professional development, training, and identification of collaborative opportunities. LEARNER and CONTEXT ANALYSIS Learner Analysis: K-12 Teachers and Administrators Education - Bachelor's Degree or Higher Age Range — 25 to 75 Technological Aptitude — from Basic to Highly Capable Within that spectrum, learners may be highly motivated or oppositional. Faculty tends to prefer short training sessions with hands-on capability. Most disability needs should be easily accommodated, Implementing Google Classroom in the K-12 environment would require training for Teachers, potentially Teacher Aides, and School Administrators. When taking that environment as a whole, the breadth of technological aptitude contains the full spectrum of ability and is not identifiable by age, level of prior education, or physical disability. At a minimum, basic computer use would be an expectation (¢.g. access to a computer, access to the intemet, ability to tum on a computer, ability to navigate the intemet and web pages using the keyboard and theISD: GOOGLE CLASSROOM 6 mouse). Determining specific characteristics of participants and their potential interest levels will depend upon the district implementation plan for Google Classroom (e.g. universal implementation with a mandatory requirement versus sporadic use with optional training). Regarding training, it can be assumed that due to highly variable and ‘busy’ schedules, the participants would prefer training that is highly informative but relatively short in duration with the ability to immediately implement new knowledge as desired or required with minimal ‘extraneous’ outside involvement (i.e. homework). Due to the variety of resources available on computers as well as online or through downloadable software, information can be provided using multiple methods to accommodate employees with disabilities. Context Analysis: Google Classroom has been utilized in K-12 settings since 2014 and the features of adding announcements, uploading documents, and creating assignments are appropriate for introducing a “blended learning’ component to any class or subject. Google Classroom is free and is designed to be utilized from any computer with intemet access. It is important to note that, although Google Classroom is av: lable to anyone with a Google account, in the K-12 environment, Google requires that the school register as an entity prior to using it with enrolled students (allowing administrative control of certain features to help “protect” students). Therefore, it isa priority to determine if the school or district agrees to support Google Classroom prior to curricular implementation. If approved for use and therefore a need for ‘raining, the assumption is that participants would have access to a personal computer either in their classroom, office or at home and that the computer has access to the Internet. Furthermore, participants would be required to create and maintain a Google Account, For training purposes, it is recommended to have a ‘Computer Lab’ that allows instruction while simultaneously havingISD: GOOGLE CLASSROOM 7 the ability to ‘practice’ the computer-based skill. Training could be conducted allowing learners to work either alone or in a group (multiple instructors may use one computer and/or contribute to one Google Classroom class”). Training should include access to videos and documents that act as a review or “tech support” during active practice and actual curricular implementation as well as to support leamers who have a disability or cannot attend scheduled meetings. For Managerial/Learner Support, Google has a “Google Classtoom” help page and multiple applications for creating documents and presentations, YouTube contains multiple instructional videos pertaining to Google Classroom, and downloadable screen capture software like Camtasia or Jing would allow for the creation of locally pertinent videos. Access to the necessary items (computers and intemet) are standard in most districts thereby minimizing additional costs for training, practice, implementation, and support. INSTRUCTIONAL OBJECTIVES Goal 1 - Sign up for Google Account Instructional Objective: Teachers will create a Google account to be used with the Google Apps for Education suite and their Google classroom learning management system. © Performance: actual creation of a Google account to use with Google Classroom Conditions: Successful creation of a Google account and teacher has demonstrated the ability to find Google “waffle” of applications. © Criterion: must be completed perfectly for proper integration with Google classroom.ISD: GOOGLE CLASSROOM Pre-Course Lesson Review Pre-course Lesson Review Before creating your Google Class it was required that you create a Google Account and send your new Google Account address tous (the instructors) using Gmall ‘Below is copy of the Lesson Documents: instructional Sheet, Assignment Description, and video tutorials for your review. Create @ Google Account instructional Sheet pd POF Create @ Google Account Assignment pdt POF Howto Send an Email through Your Omail Account YouTube video 2mintes Goal 2 - Create Classroom © Instructional Objective: Teachers will log on to classroom.google.com. They will follow the steps provided by the education technologist to create the virtual classroom, © Performance: successful creation of Google classroom with all subjects and subtasks entered. © Conditions: All classes are entered with student names entered © Criterion: successful setup of the classroom, and properly named, Lesson 1- Create Google Class Lesson 1 - Greate a lass in Google classroom Follow the instructional sheet attached below to learn How-to Create a Class in Google Glassrcom For further clatfication follow the instructional vidao posted a the battar, ‘After reviewing the instructional information, and creating your very frst ‘Class, view and complete the Lesson 1 ‘Ascignment ‘create a Clase In Google Claseroom instructional shoot pa 2 POF vr Goal 3 - Upload Documents Instructional Objective: Teachers will log into their Google “Classroom”, They will follow the steps provided by the education technologist to upload a content specific document.ISD: GOOGLE CLASSROOM 9 © Performance: The student will upload a course specific document that can be accessediviewed by all classtoom participants Conditions: Given 2 Google Classroom account and virtual classroom including enrolled students. © Criterion: students will upload a course specific document and show availability and accessibility within 10 minutes. Lesson 2 - Uploading Documents to Google Classroom owe Noreen In this lesson you will have the opportunity toupload documents (material) to any of your Google Classraom assigaments. SS caches guide adding matrle.ptt POF How to Upload a Filet a Google Classroom Assignment Goal 4 - Create Assignment © Instructional Objective: Teachers will log into their Google “Classroom”. They will follow the steps provided by the education technologist to create a content specific Assignment, © Performance: The student will create an Assignment covering information, presented in the course specific document that can be accessed and completed by all classroom participants. © Conditions: Given a Google Classroom account, virtual classroom including enrolled students, and a course specific document and access to the Assignment function (button) in Google Classroom. © Criterion: students will create a 5 question assignment covering information found in the course specific document and show availability and accessibility DONE Nor D Lesson 3 - Create an Assignment in Google Classroom For your second lesson you wil create an assignment within one of your eeated classes. Below ou wl nd video and/or patinstuction for your reference. ‘go0gle-classroom-CreateAssignment pat — ‘Google Classroom: Creating an Assignment YouTube video § minutes ASSESSMENTSISD: GOOGLE CLASSROOM 10 The Assessments for this project will be Authentic Assessments in a Summative manner by demonstrating successful completion of the intended outcomes, © Learning Object | - Create a Google account © Assessment - Provide a Google email address in the Assignment area of the learning management system. ¢ Leaming Objective 2 - Create a Google Classroom account with enrolled students © Assessment - Provide the Web address for the Google Classroom in the Assignment area of the learning management system that includes 3 enrolled students. © Leaming Objective 3 - Upload a course specific document © Assessment - Provide the Web address for the Google Classroom that includes a new announcement and attached course specific document in the Assignment area of the learning management system, © Leaming Objective 4 - Create a 5-question assignment © Assessment - Provide the Web address for the Google Classroom that includes a link to a S-question Assignment pertaining to the content in the course specific document in the Assignment area, © Final Assessment: as a means of Final Summative Assessment and to verify comprehension and capability, students will choose one of the following options to describe and demonstrate how to create a Google account, create a Google Classroom course, enroll a student, upload a document, create an assignment, and give a brief analysis and reflection of this technology integration tool © create a <5-minute screencast video © Google slide presentation © or prepare a 3-5 minute whole class presentation Google Classroom Final Assessment Rubric Target -20 points __| Acceptable - 10 points | Unacceptable - 0 pointsISD: GOOGLE CLASSROOM Demonstrated the abilty to create a Google Account - 10 Points possible Google account is created and clearly demonstrated Google account is created but not clearly demonstrated ul No Google account is, created Demonstrated the ability to create a Google Classroom - 20 Points possible Google class is created and is clearly demonstrated ‘A Google classroom is present, but not clearly demonstrated No Google classroom is, present Demonstrated the ability to enroll a student - 20 Points possible Atleast 3 students are enrolled in the class and is clearly demonstrated Student enrollment is demonstrated, but less than 3 students are enrolled No students are enrolled in the Google Classroom Demonstrated the ability to upload a document - 20 Points possible ‘The web address for the Google classroom is present and course specific documents are attached and clearly demonstrated ‘A document is present but does not contain course specific documents, No demonstration of uploading a document is present Demonstrated the ability to create an assignment - 20 Points possible An assignment is created and contains at least 5 questions and are clearly demonstrated ‘An assignment is created with less than 5 questions present No assignment is created Included a brief analysis and reflection - 10 Points possible An analysis and reflections are both present At least an analysis or reflection, but not both are present Neither an analysis or reflection are present INSTRUCTIONAL STRATEGY As a means to grab attention and spark interest, the initial instructional session shouldISD: GOOGLE CLASSROOM 12 include a live example of a fully functional working google-classtoom course, followed by a quick dis classroom, and the additional functions and capabilities associated with other Google applications Depending on the setting and the participants a round-robin discussion may be ssion of the benefits associated with c ing a Google account, utilizing Google necessary/desired to discuss participants prior experience with Google, learning management systems in general, and reasons for attending/expectations for this training session. Next, a general overview of the training session should be mentioned which would include three (3) total session and four (4) learning objectives. The first two (2) objectives would be clustered together (create a Google account and create a google-classroom account with enrolled students) and the remaining objectives would be sequential EDUC 693 SD Project - Gooale Classroom Planning Chart Mod | Tite Objectives: ‘Assessments and ‘Activities Instructional Content! Student | Time MEDIA USED Materials Participation Google Create a Google | Provide Google emai __| Practice logging in and _ | Computers Internet Indiviuait | 10 MinISD: GOOGLE CLASSROOM Account | Account address out ofnew Google ‘access / Computer ab | applicable account Media Used- Media Used Media Used- Photo, screenshot Vision, Sound, video, | Vision, Sound, Video, Graphics Graphics Google Create a Google | Provide goagle-classroam | Fallow steps to creating | Computers Intaret Individual 25 Min Classroom | Classroom link geogle-classroom ink | access / Computer Lab Media Used- YouTube | Media Used Media Used- tutorial Vision, Sound, Video, | Vision, Sound, Video, hetpsiyouubenTwyie? | Graphics Graphics Tew Enrol Enrot3-students | Provide Google classroom | Teach students how to | Computers internet Individuat 20¥Min ‘Students link wth 3 enroled access classroom lnk | access / Computer Lab stucents Media Used Media Used- Modia Used - Vision, Sound, Video, | Vision, Sound, Video, Photo, screenshot Graphics Graphics Create Design and upload | Have assignment open by | Forma smatlgroup and | Computers! internet smat-group | 40 Min Assignments | one assignment | other participants and | share Google Classroom participation answer aquestonnaire | overview rating ase of use Media Used-attached | Media Used Media Used document Vision, Sound, Graphics | Vision, Sound, Graphics Create Design ard upload | Project assessment ina | Workin groupsof3 | Computers Internet with | Students willbe | 30 Min ‘Assessment | one assessment | Ive session 20Mops ormore for | capadle of including text box streaming accessing and {for short answer, competing drop down selection | Media Used - Media Used Media Used assessments in menu & mutiple- | Vide, sereon recording | Sound, Vision, Graphics | Sound, Vision, Graphics | Google choice bullet software Classroom selection ‘create final | Design a final ‘Analyze Google Independent pracice | Computer Studentwinbe | 45 presentation | presentation using | Classroom functions and aseessed based | minutes Google sices, 2 | a personal reflection ofits on sereencastng tse in academics comprehension of software or prepare Modia Used- Google a whole class Sound, Vision, Graphics | Classroom verbal presentation MEDIA SELECTION Google Classroom Link: https://classroom.google.com/o/NTUINDg2NTE2NFpa © Class code “gexnSbj”ISD: GOOGLE CLASSROOM 4 Media Selection for Instruction on Google Clas room: Google Classroom Course - for video demonstration purposes and to enroll students for practical purposes. Gmail Account: for use sending and receiving email. Open or use current account to access the Google Classroom and built in features. Google Slides - for presentation purposes including listing course objectives or other still graphic components. Screen Capture software (¢.g. Camtasia, or Sereencast-o-Matic) - creating and editing instructional videos. Audio recording capability - e.g microphone or editing software e.g. Audacity Youtube - popular location for sharing videos that allow for links or embedding capabilities, close-captioning as necessary, and minimizing storage space associated with video files. Access to the internet - Using Google Chrome, FireFox, Microsoft Edge (web-browser based on the nature of the course). Participation in all scheduled activities requires basic (high-speed) Internet access with 20 Mbps of upload speeds. Document software (e.g. Microsoft Word; Adobe pdf; google docs) - needed to upload a file in order to meet LO#3. *A document could be downloaded from the internet or supplied as part of the class. References Artyushina, G., & Sheypak, O. (2012). Impacting motivation in the virtual classroom. Turkish Online Journal of Distance Education (TOJDE), 13(2), 11-15. Froiland, J. M., Hirchert, T., Smith, L., & Oros, E. (2012). Intrinsic motivation to learn: TheISD: GOOGLE CLASSROOM 15 nexus between psychological health and academic success. Retrieved May 30, 2017, from http://www.casponline.org/pdfi/pdfi/intrinsic_motivation.pdf Hostrup, Michelle. Gearing up for success with DoE google apps for education [online]. Scan: The Jounal for Educators, Vol. 34, No. 3, Term 3 2015: 14-18. Availability: EISSN: 2202-4557. (cited 06 Jul 17] International Society for Technology in Education (ISTE) (2008). Teacher Standards. Retrieved from https://www.iste.org/standards/standards/standards-for-teachers Keeler, A. (2014). 20 things you can do with Google classroom. Teacher Tech. Retrieved from: http:/alicekeeler.com/2014/09/07/20-things-google-classroom/ Keles, E. rimit, S. F. 1. §., & Ozkale, A. (2016). A roadmap for instructional designers: A. comparison of instructional design models, 105~139. The Hanover Research Council (2009). Academy administration practice, Retrieved from ttp://www.uwee.edu/AcadA fi/resources/edtech/upload/Best-Practices-in-Online- Teaching. Strategies-Membership.pdf