Project #5: Worked Example Screencast

For my worked example screencast, I chose to create three different examples for an online Google Apps for Educators course that I teach. I created three different ones because they all cover different topics within the realm of Google Apps. The three topics I specifically chose were based upon the questions I get asked most frequently in the last two years.

I have already added these videos to my syllabus as well as added them into my canned responses. This assignment was great because it allowed me to create three products that are immediately applicable.

I created each one of these using Jing, then had to convert the file into and AVI before uploading it to my YouTube channel.




Resources
Clark, R. & Mayer, R. (2011). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. (3rd ed.). San Francisco, CA: Wiley & Sons/Pfeiffer.

EdTech 513 – Project #1: Static Multimedia Instruction

Clarify Tutorial: How to create a Google Site

For this project, I created a tutorial for my online class called “Google Apps for Educators and Schools”. This course gives educators some insight on various Google Apps that they can integrate into their teaching. One Google App we focus on is Google Sites. This tutorial will be a supplement to the videos I have them watch on various ways to create Google Sites.

Learning Objective: The students will be able to create a basic Google Site looking at this step by step tutorial.

Lesson Design: This tutorial was designed to be the initial steps to creating a Google Site. This will take place after the learner reads information from Google on the importance of Sites (https://www.google.com/edu/training/get-trained/sites/basics.html). This Site will be accessed via a Google Doc that is shared with them when they enroll in the course.

Clarify Tutorial: Google Sites – The Basics

Multimedia and Contiguity Principles
As Clark and Mayer say it, “People learn more deeply from words and graphics than from words alone.” However, the graphics that one chooses to correlate with the words is very important. From E-Learning and the Science of Instruction, we have learned there are 6 different types of graphics that support learning. In this lesson, I mainly used representational graphics that were the visual images of buttons that needed to be pushed in order to properly create a Google Site.

As for the contiguity principle, I aligned each graphic and associated words together so that the learner can easily access the next step without having to go back and forth between screens or tabs. From Clark and Meyer, we have learned that learning is better from integrated text and graphics than from separated text and graphics.

Resources
Clark, R. & Mayer, R. (2011). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. (3rd ed.). San Francisco, CA: Wiley & Sons/Pfeiffer.

Reflection #3

The past three weeks in EdTech 522,  we have been planning, designing, and facilitating a unit in a LMS (Learning Management System) testing site called Moodle. Before this module in EdTech 522, I did not have any experience using an LMS site as an administrator. My only knowledge of any LMS site has come from being a student at Boise State University’s EdTech program and using Moodle for the courses I am taking.

The most difficult part about creating this unit was becoming familiar with how to create different types of assignments, and the overall flow & organization of the course. From my experience of taking courses online, I have found that the course organization and differentiation of assignments has been key to my learning. Therefore, I put a lot of effort in making sure my unit was easy to follow and the type of assignments vary.

When I was having issues with organizing my unit, I searched videos on YouTube and used the Moodle support page to problem solve. Both of these were very helpful in resolving my issues and it was great to be able to choose between watching videos or reading.

Currently, I teach a few classes through an online institute and I really enjoy it. However, this institute does not have an LMS available for instructors to use, so I use Google Drive to run all of my courses. After creating a unit in Moodle, I am intrigued and wish that my institute would switch to using Moodle to manage their system. Once you play around with the administrative tools of Moodle, it becomes very user-friendly and seems like a great way to instruct students.

Adapting to resource levels

One topic that I can relate to is from Chapter 2 of Ko and Rossen. In this, they mention the three typical resource and readiness levels of institutions. When developing a course, it is important to know which phase your institution is in, so that your expectations, assignments, and collaboration all align with what your institution’s network and support can handle.

The first, is the low readiness level where the institution has very little or no experience offering an online course. The technology support department is made up of interns and volunteers that have learned on their own. Instructors create their own sites, and are responsible for their own support. 

The second, is the mid-range scenario where institutions focus their instruction on face-to-face, but offer some blended and online courses on the side. The institution does not have a set course management software system so it’s up to you to decide how to manage your class.

The third, is the high readiness phase where the institution has adopted a management system and all users have a uniform interface. Online courses are featured in the institutions catalog, and face-to-face courses are supported by corresponding websites.

In an ideal world, every institution would be in the high readiness phase, and teaching an online course would be seamless . But the reality is that regardless of the resource and readiness level of your institution, you will always need more support, there will always be a new software or system, and you will have to adapt your teachings based upon the resources you are provided with.

Resources

Ko, S., Rossen, S. (2010). Teaching online: A practical guide.(3rd ed.) New York, NY: Taylor & Francis Group

Additional Artifact #1

For my first additional artifact, I chose to create a presentation on the benefits my district would experience if we were to “Go Google”. Currently, my district uses Microsoft Outlook for our email and calendar, EdLine for our teacher sites, and the Microsoft Office for our documents, presentations, and spreadsheets. I believe the current Microsoft products we use are valuable tools, but Google Apps for Education would provide our district the collaboration, accessibility, streamlining, and unity our staff, and students need for the ever-evolving 21st century.

A few benefits of using the Microsoft products are that they are fairly reliable and all teachers know how to use them. The allow us to use basic email, create documents, spreadsheets, presentations, and many others. However, these Microsoft products are the same products I have been using since I started using the computer. They have updated their ease of use, and added some flair, but they have not evolved into the collaborative machine that is needed in today’s world. I also realize Microsoft has come out with it’s own cloud-based products called Office 365, but those products are computer-based that have been modified to be cloud-based (unlike Google).

In the presentation, I evaluated the accessibility, storage, collaboration, maintenance, streamlining, finances, security, and connectivity. In all of these categories, I believe it is more advantageous to use Google. I created this presentation to be interactive with numerous links that my administration and colleagues can click on to learn more information about the Google Apps for Education I discuss.   I included links to all the Google Apps, videos, editorials, and what Google believes are the benefits to using Google Apps for Education. I created it this way because I wanted the viewer to be able to watch the videos Google does such a great job creating rather than listening to me explain the benefits of using Google.

I hope this presentation will educate my administration on the benefits of “Going Google”. This will not be an end-all, but I hope it will help open discussion on the future of collaboration within our district.