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Artifact Report 6325

Page history last edited by Eric Folks 9 years, 7 months ago


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Eric Folks


EDTC 6325: Educational Communications


Utilizing Google Apps for Education


Project Description:

Student will develop an E-Learning Module using an open source courseware management system. The E-Learning Module will include a module description, outline, 4 self-contained lessons, and a final assessment. The E-Learning Module project is divided into six parts:
  • Part 1: E-Learning Module Proposal
  • Part 2: Module Description and Outline
  • Part 3: Moodle Interface Design
  • Part 4: Adding Content (Overviews, Assignments, and Discussion Activities)
  • Part 5: Adding Assessments (Developing Online Quizzes)
  • Part 6: Adding Multimedia (Developing Multimedia Presentations)

Responsibilities Met:

Responsibility 2: Design. The candidate will design instruction (or human performance strategies) to meet the needs of learners. Design documents and projects must show evidence of analysis of problem situation, awareness of unique characteristics of intended audience and implications for instruction, selection and implementation instructional strategies consistent with analysis of the learning situation and intended learners, selection and justification of appropriate medias, and evidence of both formative and summative evaluation strategies.

Performance Indicators Justification

2.1 Demonstrates ability to perform analysis and documentation of instructional need or opportunity resulting in student-centered, performance based instructional objectives based upon, and appropriate for, a specific audience.

2.1 A front-end analysis was completed to determine instructional need and opportunity (documented in the E-Learning Module Proposal), as well as determine appropriate performance-based instructional goals and objectives, based on target audience analysis documented in E-Learning Module Description. This resulted in a student-centered eLearning Module housed in Moodle (no longer available).


2.2 Demonstrates ability to perform comprehensive task analysis of an instructional objective.

2.2 After goal analysis, I conducted a task analysis, which led to an overarching goal that was broken down into a series of objectives outlining the specific learning tasks required of learners. While the comprehensive task analysis chart was one resource among many lost with the Moodle course itself, the instructional goals, enabling objectives and learner tasks are all outlined in the E-Learning Module Description.


2.3 Demonstrates ability to select and integrate into instruction a variety of research-based instructional strategies.

2.3 I researched the availability of existing instructional content and evaluated its ability to meet the needs of the instructional objectives and the instructional strategy. After determining the majority of the multimedia content would need to be created, I utilized Camtasia Studio to create the instructional videos. These videos were combined with a mix text and image/screenshot-based instruction and housed in Moodle to deliver differentiated, self-paced instruction that was based on design principles found in the Cognitive Theory of Multimedia Learning.


2.4 Demonstrates ability to develop and select appropriate assessment instruments.

2.4 Lesson assessments, discussion questions, and lesson projects, were all housed online and designed to progress learners from a basic, knowledge-level degree of understanding to higher-level Blooms, where they were able to analyze and evaluate the applicability of their learning to their own classroom.


2.5 Demonstrates ability to use formative evaluations for iterative assessments of components of the design process.


2.5 Formative evaluation of the course components was completed during the design phase of the instructional solution. A subject matter expert (SME) was consulted throughout the design process, as well as a member of the target audience.  Through their input, I was able to revise a number of design elements to better suit the needs of my learners: the SME suggested I show both ways of sharing files and resources within Google Docs and Drive, rather than just the primary I had included, and so I revised my instructions and videos accordingly. This gave learners the option of using whichever method they were most comfortable with for sharing. The target audience member also had many good suggestions I used for revising the instructional solution, one of which was to adjust the degree of technical jargon to the most common denominator. As a result of her recommendations, I revised the course to include fewer technical references in general. Also, when technical references were necessary, I followed them with appositives and other modifying phrases to provide a "layman's" definition for learners who needed it. 


Responsibility 3: Development, Utilization and Management. The candidate will develop, utilize and manage a variety of media and instructional technologies to deliver instruction to students.

Performance Indicators Justification

3.1 Demonstrates ability to develop instruction using a minimum of three different medias.

3.1 For step-by-step instruction I used a blend of text and image-based instruction, as well as videos I created in Camtasia Studio. The course was built in Moodle, but utilized media created in Camtasia, Microsoft Picture Manager, and the Windows Snipping Tool.


3.2 Applies research-based rationale for the selection and utilization of technologies for learning.

3.2 I researched the use of Gmail and Google Drive/Docs within various instructional applications and determined which features would be most beneficial to my learners based on the the learner analysis and context analysis. Features and instructional elements I deemed most essential and beneficial for my learners included "front loading" all the required skills necessary for transitioning to cloud-based productivity tools (creating, sharing, locating files) at the beginning of the instructional modules, and providing them with links throughout the modules to other more intermediate or advanced skills related to Google Docs/Drive or Gmail. This provided learners with a focus on the essentials but the ability to also explore other skills/strategies and features of the Google Apps for Education suite should time (or skill level) allow.


3.3 Demonstrates ability to manage projects and evaluate progress and improvement. 3.3 A timeline was utilized throughout the development process and revised as necessary (as was the course) based on SME feedback, the formative evaluation process, and instructor feedback. 

3.4 Uses the results of evaluation methods to revise and update instructional materials.

3.4 I used feedback from the subject matter expert and the target audience member to revise and update instructional materials. This led to an improved end product. The SME suggestions led to revising the actual course content to include multiple techniques for sharing files and resources; the target audience member suggestions led to revisions in the area of diction and word choice used throughout the course.


Responsibility 4: Evaluation. The candidate uses incisive and relevant assessment and evaluation techniques (e.g., product or project which uses formative and/or summative evaluations). Candidate demonstrates the ability to evaluate quality of instructional materials and instructional systems using appropriate methodologies. Candidate also demonstrates the ability to use formative and summative assessment methodologies to ascertain the effectiveness of instruction in meeting instructional goals.

Performance Indicators Justification

4.1 Demonstrates ability to use formative evaluation strategies to evaluate the quality of instruction.

4.1 A subject matter expert provided input and suggestions for improvements and revisions to improve the quality of instruction throughout the development process. A one-on-one formative evaluation was also conducted to further improve the quality of instruction. These efforts during the design and evaluation phases led to a much improved instructional solution, one that would better meet the needs of the learners and the instructional objectives of the course.


4.3 Demonstrates ability to select a variety of appropriate assessment instruments and use those instruments to assess effectiveness of instruction in meeting instructional objectives.

4.3 A variety of appropriate assessment instruments were utilized to assess the effectiveness of instruction in meeting instructional objectives, including post-instruction lesson assessments, discussion questions to guide learners to a higher-level understanding of instructional content, and end-of-lesson projects. 


4.4 Documents results from formative evaluations and uses those results to revise instructional materials, and/or instructional development process.


4.4 I used feedback from the subject matter expert, the target audience member, and the instructor to revise and update instructional materials. This led to an improved end product.


Modifications Made

Throughout the project numerous revisions and modifications were made to improve the overall project. For example, course content was divided up into two halves (Gmail and Google Drive/Docs), each focusing on a different area of the Google Apps for Education suite of services. Within each of these, skills were broken down into beginner and intermediate/advanced: Gmail Beginner; Gmail Intermediate/Adv.; Google Drive/Docs Beginner; Google Drive/Docs Advanced. Originally, before feedback from a member of the target audience, the sequence was going to be Gmail Beginner; Google Drive/Docs Beginner; Gmail Intermediate/Adv.; Google Drive/Docs Intermediate/Adv.  Other suggestions for improvements to the course that resulted in modifications included slight alterations to formatting and navigation, and the technical jargon and multiple sharing methods described above.


While learning Moodle was a valuable experience, I knew the course would not be accessible to me indefinitely, let alone my learners. With this in mind, after the course was completed in Moodle, I took the course contents and used them to rebuild the entire course in Eduphoria Workshop, which Lampasas ISD teachers have traditionally used for taking and tracking all online professional development. Fortunately, I was able to complete this process before the Moodle server upgrade made the entire course inaccessible to all.







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