Individual Design Plan for Online Learning
INSTRUCTIONS: Use the table to
describe the learning environment, the unit overview and the designed/redesigned
lesson. The lesson will be broken down
into learning activities or tasks. A minimum of three activities are required
in this plan. The left column provides a writing prompt for each component of
your project. Use the right column for
your response.
Part
One: Describe the Characteristics of the Learning Environment
·
Grade Level(s):
Adult Learners (Teachers)
·
Blended or
Fully Online:
Fully Online
·
Learner
Characteristics:
New Teachers
·
Accommodations
Needed for Diverse Learners:
Website, Handouts, Videos
for instruction, Screen casts, images, review screen reader abilities
·
Technology (Hardware/software)
Using either Google Sites,
or Webflow. Screen-Cast-Omatic. Google forms/docs
·
Other:
Part
Two: Provide a General Overview of the Unit of Instruction
·
Content Area of
the Unit:
Familiarize new staff with
technology used by district
·
Topic/Title of
the Unit:
Cedar Falls New Staff
Technology Orientation
·
Expected Length
of the Unit:
3 hours + (more advanced
options will be available for those who seek them out)
·
Brief Summary
of the Unit:
Unit will cover
introduction into Cedar Falls technology systems available to staff (computer,
network, Google, Infinite Campus, Helpdesk, etc…)
·
Relevant Content
Standard(s) for the Unit:
Content Standards based on
ISTE Standards for Teachers to be addressed in this unit are:
1.
Facilitate and
inspire student learning and creativity:
Standards C & D
2.
Design and
develop digital age learning experiences and assessments: Standards C & D
3.
Model digital
age work and learning: Standards A
& B
·
Relevant ISTE
Technology Standard(s) for the Unit
ISTE Standards for Teachers
·
Prior
Knowledge, Skills, and/or Dispositions Required of the Learners for this
Unit:
Minimal technology skills,
basic understanding of computer operation.
·
Learner
Outcomes Expected from the Unit:
Outcomes expected from the
unit are to familiarize all staff with the basic technology tools and systems
used by the district. Getting staff
comfortable in using and navigating these systems will improve their
productivity as well as reduce unnecessary downtime, confusion and
frustration that occurs when staff are not properly trained.
·
How will this
unit of instruction meet the Quality Matters™ Standards?
The unit will have a in
person intro and overview, stated learning objectives, assessment and
measurement tools, instructional materials provided, individual and
collaborative activities, use of technology, support provided for learners
via feedback and email options and support multiple platforms and provide
instruction through various forms of media.
·
Other:
Part
Three: Provide a General Overview of the Lesson
·
Briefly
Describe this Lesson:
The lessons will give a
basic level of knowledge to new staff on systems used by the district. After the lesson students should be able to
demonstrate basic competency in each of these systems. Staff will have the opportunity to
collaborate on some activities with other new members of the group for team
building experiences. Assessments and
feedback will be collected which will be used to gauge student levels of
knowledge as well as make refinements and improvements to the lessons for
future use. More advanced options will
be added to the system for those staff that want to pursue them.
·
Specific Learning
Objective Statements for this Lesson:
·
Staff Computer
– After instruction students will be demonstrate their knowledge on:
o
Identifying
ports and their function
o
Connecting a
secondary monitor or projector
o
Checking for a
faulty battery or charger
o
Burning a CD
o
Caring for
their computer
·
Logging on to
the network/wireless system
o
Logging on to
their staff computer
o
Changing their
password
o
Connecting to
the staff wireless
o
Identifying
network access issues
·
Google Apps
o
Gmail
§ Composing a message
§ Replying to a message
§ Browsing and adding contacts
§ Using spellcheck
§ Filtering messages/organizing
o
Calendar
§ Accessing calendar
§ Creating an event
§ Responding to a meeting request
§ Creating a new calendar
§ Sharing a calendar
§ Creating appointment slots
o
Docs (Sheets
and Forms will be handled later)
§ Doc creation
§ Formatting
§ Spell Check
§ Sharing
§ Collaborating
§ Commenting
o
Sites
§ Creating a site
§ Naming a site
§ Choosing a district template
§ Adding Content
§ Sharing
§ Collaborating
§ Accessing the published site
·
Infinite Campus
o
Accessing
Infinite Campus
o
Changing
passwords
o
Navigating the
system
o
Attendance
o
Lunch Count
–Elementary
o
Grading –
Secondary
o
Discipline –
Secondary
·
Web Help Desk
o
Accessing Help
Desk
o
Creating a
ticket
o
Adding
appropriate information
o
Responding to
tech notes on ticket
·
What higher
order thinking skills are expected in this Lesson:
Many of the tasks will be
based in the lower level of Knowledge, Comprehension and Application of Bloom’s
taxonomy. When students begin the
tasks of creating and collaborating on Google Sites and Docs and setting up
their Grade Book in Infinite Campus they will begin to apply higher order
thinking skills that will employ Analysis, Synthesis and Evaluation.
·
Describe the
Instructional Approach(s) in this Lesson:
The instructional approach
in this lesson is to let students learn by having hands on activities through
guided instruction.
·
Required
Instructional Materials for the Lesson:
·
Handout
containing information for accessing materials and brief description
·
Website
containing materials and lessons
·
Documentation
on systems
·
Videos/screencast
demonstrations
·
How will
Students Engage and Interact with the Content, Other Learners and the
Instructor in this Lesson:
·
Students will
have in person instruction prior to accessing site and materials as well as
introductions.
·
Students will
access website and materials and do a self-guided training and complete post
unit assessments
·
Pre-Assessments
will be administered to all students
·
Based on
strengths and weaknesses per results of pre-assessments, students will be
grouped for collaborative activities during some units to foster team
building
·
Feedback will
be collected from students through reflections
·
Instructors
will provide email contact for student follow up if necessary
·
Describe Your
Assessment Strategies for the Lesson:
·
Pre-Assessment
survey to gauge prior learner knowledge
·
Unit
assessments
·
Reflections on
activities
·
Required
Technology Tools for this Lesson:
·
Staff computer
-Learner
·
Website -
Instructor
·
Webcam
(recordings) - Instructor
·
Screen capture
program - Instructor
·
Other:
Part
Four: Specific Learning Activities in
this Lesson
In the left column identify
each learning task required to complete the lesson. In the right column describe the
instructional strategy and instructional tool(s) needed to complete the
lesson. Insert additional rows as
needed.
·
Intro
In person introduction to
school technology, learning environment and expectations. Staff handout given. Q&A time allowed.
·
Your Staff
Computer
Visual and textual
description of new staff laptop and the function each area performs. Post-assessment and reflection will be
given.
·
Logging on to
the network/wireless system
Visual and textual
description as well as step by step instructions including screen shots and
video instruction for logging into the schools network, changing passwords,
accessing wireless with staff ID.
Individual staff credentials will be given to each member during intro
with handout. Post-assessment and
reflection will be given.
·
Google Apps
Visual and textual
description as well as step by step instructions including screen shots and
video instruction for accessing Google including Gmail, Calendar, Drive and
Sites will be given. Assigned teams
will collaborate on sharing and modifying docs and building a basic Google
site. Individual staff credentials
will be given to each member during intro with handout. Post-assessment and reflection will be given.
·
Infinite Campus
Visual and textual
description as well as step by step instructions including screen shots and
video instruction for accessing Infinite Campus will be given. Elementary staff will receive special
instruction on completing lunch counts and attendance for students. Secondary staff will receive special
instruction for completing attendance, grades and discipline records for
students. Individual staff credentials
will be given to each member during intro with handout. Post-assessment and reflection will be
given.
·
Web Help Desk
Visual and textual
description as well as step by step instructions including screen shots and
video instruction for accessing Web Help Desk will be given. All staff will receive instruction on
creating a trouble ticket, putting correct information in the ticket and
responding to follow up questions from district technicians. Individual staff
credentials will be given to each member during intro with handout. Post-assessment and reflection will be
given.
Part
Five: Reflection on Learning
·
How will your
learners reflect on their learning experience?
At the end of each lesson,
staff will be given the opportunity to reflect on what was learned as well as
give feedback that will be collected for future use.
·
How will the
instructor reflect on the learning experience?
Instructors will meet and
discuss staff reflections and make future modifications. When necessary instructors will reach out
to learners for further clarification on comments if necessary.
·
What are your
reflections on completing this design plan for online learning?
This assignment has allowed
me to further clarify the reasons for doing lesson plans in a certain
format. Additionally many design
considerations and new components will be added to our existing training site
to improve student learning and collect better feedback for future
modifications.
Revised 5-28-15
AM
Individual Design Plan for Online Learning
INSTRUCTIONS: Use the table to
describe the learning environment, the unit overview and the designed/redesigned
lesson. The lesson will be broken down
into learning activities or tasks. A minimum of three activities are required
in this plan. The left column provides a writing prompt for each component of
your project. Use the right column for
your response.
Part
One: Describe the Characteristics of the Learning Environment
·
Grade Level(s):
Adult Learners (Teachers)
·
Blended or
Fully Online:
Fully Online
·
Learner
Characteristics:
New Teachers
·
Accommodations
Needed for Diverse Learners:
Website, Handouts, Videos
for instruction, Screen casts, images, review screen reader abilities
·
Technology (Hardware/software)
Using either Google Sites,
or Webflow. Screen-Cast-Omatic. Google forms/docs
·
Other:
Part
Two: Provide a General Overview of the Unit of Instruction
·
Content Area of
the Unit:
Familiarize new staff with
technology used by district
·
Topic/Title of
the Unit:
Cedar Falls New Staff
Technology Orientation
·
Expected Length
of the Unit:
3 hours + (more advanced
options will be available for those who seek them out)
·
Brief Summary
of the Unit:
Unit will cover
introduction into Cedar Falls technology systems available to staff (computer,
network, Google, Infinite Campus, Helpdesk, etc…)
·
Relevant Content
Standard(s) for the Unit:
Content Standards based on
ISTE Standards for Teachers to be addressed in this unit are:
1.
Facilitate and
inspire student learning and creativity:
Standards C & D
2.
Design and
develop digital age learning experiences and assessments: Standards C & D
3.
Model digital
age work and learning: Standards A
& B
·
Relevant ISTE
Technology Standard(s) for the Unit
ISTE Standards for Teachers
·
Prior
Knowledge, Skills, and/or Dispositions Required of the Learners for this
Unit:
Minimal technology skills,
basic understanding of computer operation.
·
Learner
Outcomes Expected from the Unit:
Outcomes expected from the
unit are to familiarize all staff with the basic technology tools and systems
used by the district. Getting staff
comfortable in using and navigating these systems will improve their
productivity as well as reduce unnecessary downtime, confusion and
frustration that occurs when staff are not properly trained.
·
How will this
unit of instruction meet the Quality Matters™ Standards?
The unit will have a in
person intro and overview, stated learning objectives, assessment and
measurement tools, instructional materials provided, individual and
collaborative activities, use of technology, support provided for learners
via feedback and email options and support multiple platforms and provide
instruction through various forms of media.
·
Other:
Part
Three: Provide a General Overview of the Lesson
·
Briefly
Describe this Lesson:
The lessons will give a
basic level of knowledge to new staff on systems used by the district. After the lesson students should be able to
demonstrate basic competency in each of these systems. Staff will have the opportunity to
collaborate on some activities with other new members of the group for team
building experiences. Assessments and
feedback will be collected which will be used to gauge student levels of
knowledge as well as make refinements and improvements to the lessons for
future use. More advanced options will
be added to the system for those staff that want to pursue them.
·
Specific Learning
Objective Statements for this Lesson:
·
Staff Computer
– After instruction students will be demonstrate their knowledge on:
o
Identifying
ports and their function
o
Connecting a
secondary monitor or projector
o
Checking for a
faulty battery or charger
o
Burning a CD
o
Caring for
their computer
·
Logging on to
the network/wireless system
o
Logging on to
their staff computer
o
Changing their
password
o
Connecting to
the staff wireless
o
Identifying
network access issues
·
Google Apps
o
Gmail
§ Composing a message
§ Replying to a message
§ Browsing and adding contacts
§ Using spellcheck
§ Filtering messages/organizing
o
Calendar
§ Accessing calendar
§ Creating an event
§ Responding to a meeting request
§ Creating a new calendar
§ Sharing a calendar
§ Creating appointment slots
o
Docs (Sheets
and Forms will be handled later)
§ Doc creation
§ Formatting
§ Spell Check
§ Sharing
§ Collaborating
§ Commenting
o
Sites
§ Creating a site
§ Naming a site
§ Choosing a district template
§ Adding Content
§ Sharing
§ Collaborating
§ Accessing the published site
·
Infinite Campus
o
Accessing
Infinite Campus
o
Changing
passwords
o
Navigating the
system
o
Attendance
o
Lunch Count
–Elementary
o
Grading –
Secondary
o
Discipline –
Secondary
·
Web Help Desk
o
Accessing Help
Desk
o
Creating a
ticket
o
Adding
appropriate information
o
Responding to
tech notes on ticket
·
What higher
order thinking skills are expected in this Lesson:
Many of the tasks will be
based in the lower level of Knowledge, Comprehension and Application of Bloom’s
taxonomy. When students begin the
tasks of creating and collaborating on Google Sites and Docs and setting up
their Grade Book in Infinite Campus they will begin to apply higher order
thinking skills that will employ Analysis, Synthesis and Evaluation.
·
Describe the
Instructional Approach(s) in this Lesson:
The instructional approach
in this lesson is to let students learn by having hands on activities through
guided instruction.
·
Required
Instructional Materials for the Lesson:
·
Handout
containing information for accessing materials and brief description
·
Website
containing materials and lessons
·
Documentation
on systems
·
Videos/screencast
demonstrations
·
How will
Students Engage and Interact with the Content, Other Learners and the
Instructor in this Lesson:
·
Students will
have in person instruction prior to accessing site and materials as well as
introductions.
·
Students will
access website and materials and do a self-guided training and complete post
unit assessments
·
Pre-Assessments
will be administered to all students
·
Based on
strengths and weaknesses per results of pre-assessments, students will be
grouped for collaborative activities during some units to foster team
building
·
Feedback will
be collected from students through reflections
·
Instructors
will provide email contact for student follow up if necessary
·
Describe Your
Assessment Strategies for the Lesson:
·
Pre-Assessment
survey to gauge prior learner knowledge
·
Unit
assessments
·
Reflections on
activities
·
Required
Technology Tools for this Lesson:
·
Staff computer
-Learner
·
Website -
Instructor
·
Webcam
(recordings) - Instructor
·
Screen capture
program - Instructor
·
Other:
Part
Four: Specific Learning Activities in
this Lesson
In the left column identify
each learning task required to complete the lesson. In the right column describe the
instructional strategy and instructional tool(s) needed to complete the
lesson. Insert additional rows as
needed.
·
Intro
In person introduction to
school technology, learning environment and expectations. Staff handout given. Q&A time allowed.
·
Your Staff
Computer
Visual and textual
description of new staff laptop and the function each area performs. Post-assessment and reflection will be
given.
·
Logging on to
the network/wireless system
Visual and textual
description as well as step by step instructions including screen shots and
video instruction for logging into the schools network, changing passwords,
accessing wireless with staff ID.
Individual staff credentials will be given to each member during intro
with handout. Post-assessment and
reflection will be given.
·
Google Apps
Visual and textual
description as well as step by step instructions including screen shots and
video instruction for accessing Google including Gmail, Calendar, Drive and
Sites will be given. Assigned teams
will collaborate on sharing and modifying docs and building a basic Google
site. Individual staff credentials
will be given to each member during intro with handout. Post-assessment and reflection will be given.
·
Infinite Campus
Visual and textual
description as well as step by step instructions including screen shots and
video instruction for accessing Infinite Campus will be given. Elementary staff will receive special
instruction on completing lunch counts and attendance for students. Secondary staff will receive special
instruction for completing attendance, grades and discipline records for
students. Individual staff credentials
will be given to each member during intro with handout. Post-assessment and reflection will be
given.
·
Web Help Desk
Visual and textual
description as well as step by step instructions including screen shots and
video instruction for accessing Web Help Desk will be given. All staff will receive instruction on
creating a trouble ticket, putting correct information in the ticket and
responding to follow up questions from district technicians. Individual staff
credentials will be given to each member during intro with handout. Post-assessment and reflection will be
given.
Part
Five: Reflection on Learning
·
How will your
learners reflect on their learning experience?
At the end of each lesson,
staff will be given the opportunity to reflect on what was learned as well as
give feedback that will be collected for future use.
·
How will the
instructor reflect on the learning experience?
Instructors will meet and
discuss staff reflections and make future modifications. When necessary instructors will reach out
to learners for further clarification on comments if necessary.
·
What are your
reflections on completing this design plan for online learning?
This assignment has allowed
me to further clarify the reasons for doing lesson plans in a certain
format. Additionally many design
considerations and new components will be added to our existing training site
to improve student learning and collect better feedback for future
modifications.
Revised 5-28-15
AM