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INSTRUCTIONAL UNIT 1 1

Instructional Unit 1

The Learners, their Environment, and the

Instructional Goal

Nora Medrano

University of Texas at Brownsville

EDTC 6321.01

Fall 2013


Table of Contents

Table of Contents.................................................................................2

Overview ...............................................................................................3

Background...........................................................................................5

Learning Environment…………………...............................................7

Learning Contexts…….................................................................................... 7

Performance Context ……............................................................................. 7

Intended Audience..............................................................................8

Demographics................................................................................................... 8

Experience Levels, Skills, and Attitude................................................... 9

Overarching Instructional Goal......................................................9

Specific Goal..........................................................................................9

Explanation of Specific Goal to Selected Members of Target Audience…………………………………………………………….…………....10

Summary ..............................................................................................11

References….........................................................................................12



The Learners, Their Environment, and the Instructional Goal

Overview

Google is a service that is becoming more and more popular each

day with an array of different tools offered for students, educators,

businesses, etc. According to Heidi Schuster and “Almost every

Internet user privately enlists one more Google services. Academic

institutions as well increasingly rely on the use of Google services”.

(Schuster & Society , 2010) Google doc is a free service provided

online for users who are interested in creating spreadsheets and

documents and in return share them collaborate with other users. In this

Instructional Unit (IU) the learner will be able to construct and use

spreadsheets to create different documents with the help of Google

docs needed for IDEA Frontier Academy teachers and co-teachers.

According to “Twigg (2002) described the e-learning approach as a


learner-centered and its design as entailing a system that is interactive,

sefl-paced, repetitious and customizable”. (Benchicou, Aichouni &

Nehari, 2010). This IU is a step-by step module that will enable the

participant to work at his/her pace and gain knowledge of each module.

It is the responsibility of the participant to watch the online tutorial,

create a Google account, follow the activities step by step, create a

Google doc structure, and create the documents to practice, as practice

makes perfect. Before the participants begins with their module tutorial

and all necessary steps, it is important for the participant to address the

following questions:

What service will I use for this IU?

Are there any specifics I want to learn more?

What document do I need to create?

Who is the point of contact?

How will I get into contact with them?

The questioning purpose serves as a source of how much time the

participant needs to invest, how much practice is needed, and have a


sense of what kind of documents are needed and the information to

apply to the spreadsheets. This will allow the participant to be better

prepared and begin with this IU with a purpose in mind.

Background

IDEA Frontier Academy was founded in 2006 being one of 28

schools serving more than 13,00 students from grade K-12th. IDEA

Public schools range from the Rio Grande, Austin and San Antonio.

Their mission; “IDEA Public Schools prepares students from

underserved communities for success in college and citizenship.”

("About idea public," 2010) Along with their core values; 100%

Everyday, No Excuses, Closing the Achievement Gap, Whatever it

Takes, Sweating the Small Stuff, and Team and Family are just some of

the core values IDEA lives by on a daily basis and it is those core

values which have kept them continue being successful. This 2013-

2014 school year began with a new principal taking leadership of the

Frontier campus and therefore many changes have been established.

The use of Google docs in which will allow compressing different


forms together and each team to have access and share information

easier. The idea of using Google docs came upon the last quarter of

2012-2013 school year to track and keep all teachers and co-teachers

informed of detention and west wing attendees. West wing is a time set

apart for those students whose homework was not turned in to be able

to take some time and do it, plus the homework assigned that day. With

the use of that document it was easier to assign students to west wing

and see who actually attended or who did not. Teachers at IDEA

Frontier Academy are not able to use or create various types of forms

created in Google doc to track other information and at many times the

principal form Frontier Academy has requested from teachers to create

a Google doc spreadsheet and has given a deadline yet no previous

training has been given to them. The teachers at Frontier Academy

have not met that deadline because of lack of knowledge and skills.

This has caused a lack of motivation as they have received a task yet no

training or feedback has been given from supervisors. Since not many

teachers know about Google docs or are new employees, they are


unable to use Google doc to it’s full potential therefore the construction

of this IU will benefit all IDEA Frontier teachers and co-teachers.

Learning Environment

Learning Context

IDEA Academy teachers and co-teachers will be able to access

this learning tutorial IU through any computer that has recent versions

of Internet Explorer, Chrome, Safari, or even Firefox. The participant

can chose his or her preferred browser. The IU can be accessed at

home, in class, or anywhere there is Internet access. This IU will be

accessed through the use of Internet by logging into google.com,

therefore the teacher or co-teacher needs to create a Gmail account, as

this will house all their created Google docs.

Performance Context

Upon completion of this training, IDEA Frontier teachers and co-

teachers will develop the structure of one Google doc spreadsheet


following the steps of the IU online tutorial video. Upon completion of

their structure participants of this IU will send a copy of the created

Google doc link to the instructional training instructor to verify

completion of the Google doc and ensure understanding. Participants

will then enter the information for that doc created and email trainer

the final piece. The trainer will then verify Google doc structure and

information entered as a whole. The participant can at any time email

trainer with questions or concerns.

Intended Audience

The intended audience for this IU consists of all IDEA Frontier

Academy teachers and co-teachers ranging from K-5th. I decided to

include all co-teachers as well because at IDEA some co-teachers

actually have there own classroom with their own students and this will

allow them to be trained in this IU.

Demographics


IDEA Frontier Academy teachers and co-teachers are made up of

women and men where 1 teacher is Caucasian while the rest of the 34

teachers are Hispanic. These teachers age range from 23 years

(youngest) to 50 years (oldest), where the average age is about 30

years.

Experience Level, Skills, and Attitude

All teachers encompass a Bachelor’s degree and all co-teachers

obtained a bachelor’s degree except for one co-teacher who is still on

the process of graduating with a bachelor’s. There are no certified

Google employees but most of them have been with IDEA Frontier at

least 1 year with the exception of 4 new hire teachers. These

participants have experience with basic computer knowledge, Internet

access, and proficient skills that will

enable them complete the IU and be successful. There are two

experienced teachers that have successfully completed and shared

Google docs.


Overarching Goal

IDEA Frontier Academy teachers and co-teachers will be able to

develop a student’s information log on the service provided by Google,

which is Google doc.

Specific Goal

After completing the instructional unit, Frontier Academy

teachers and co-teachers will be able to create a student’s information

log through *participating in a multimedia tutorial on Google docs

and *hands-on completing a student’s information log Google doc

at the end of the tutorial. This hands-on ‘project’ will serve as the

participants exit assessment.

Explanation of Specific Goal to Selected Members of Target Audience

The specific goal was shared with new teacher hire from 4th

grade. She shared with me that this video would help her properly

execute a Google doc and not be wasting time she does not have. She

continued saying that she will be able to save time by having to ask

different teachers who have not yet been successful.


The use of this UI was also discussed and presented to four

other teachers at IDEA Frontier Academy in which they shared and

agreed that there is a need for training for the teachers and co-

teachers because it is a source that it is being used more and more

each day at the campus. These teachers expressed that having this

training will allow all IDEA Frontier Academy to be in unison on the

same procedures of setting up a Google doc and being successful with

the creation and implementation of the Google doc.

Summary

Teachers at IDEA Frontier Academy will become

knowledgeable and experienced in constructing a Google doc

spreadsheet document

that will enable them to share with their future peers their findings

and experience. This IU provides teachers and co-teachers step-by-

step, online tutorial video, hands-on skills to effectively ease

through the course.

NSTRUCTIONAL UNIT 1 12

References

About idea public schools. (2010). Retrieved from http://www.ideapublicschools.org/domain/894

Benchicou, S., Aichouni, M., & Nehari, D. (2010). E-learning in engineering education: a theoretical and empirical study of the Algerian higher education institution. 35(3), 325-343. Retrieved from http://pathfinder.utb.edu:2081/pdf23_24/pdf/2010/EUJ/01Jun10/51376771.pdf?T=P&P=AN&K=51376771&S=R&D=syh&EbscoContent=dGJyMNHX8kSeprU40dvuOLCmr0uepq9SsKi4TLGWxWXS&ContentCustomer=dGJyMPGptlGxq7ZLuePfgeyx44Dt6fIA

Schuster, H., & Society , M. (2010). The use of Google services and tools in academic institutions – a critical review. 24(1), 17-24. Retrieved from The use of Google services and tools in academic institutions – A critical review

http://pathfinder.utb.edu:2081/pdf23_24/pdf/2010/EUJ/01Jun10/51376771.pdf?T=P&P=AN&K=51376771&S=R&D=syh&EbscoContent=dGJyMNHX8kSeprU40dvuOLCmr0uepq9SsKi4TLGWxWXS&ContentCustomer=dGJyMPGptlGxq7ZLuePfgeyx44Dt6fIA



http://www.ideapublicschools.org/domain/894



The Task Analysis and Instructional Objectives

Nora Medrano


EDTC 6321‐01 fall 2013


Table of Contents

Table of Contents...........................................................2

Introduction ...................................................................3

Specific Goal..................................................................3

First‐Level Task Analysis..............................................4

In‐Depth Task Analysis ................................................4

Domain of Learning Goal .............................................5

Summary of Peer Review .............................................5

Summary .......................................................................6

References .....................................................................7



The Task Analysis and Instructional Objective

Introduction

This instructional unit was created for the teachers and co-

teachers at IDEA Frontier Academy to become familiar with the course

and maintain a centralized area to keep information available for all

teachers’ access. Through this Instructional unit, IDEA Frontier

Academy teachers and co-teachers will have the ability to develop a

spreadsheet from start to finish by learning the steps of using a Google

doc, have a step-by-step course, learn the steps involved to create a

Google doc, and build a spreadsheet through the use of Google docs.

Specific Goal


teachers and co-teachers will be able to create a student’s information

log through (1) participating in a multimedia tutorial on Google

docs and (2) hands-on completing a student’s information log


Google doc at the end of the tutorial. This hands-on ‘project’ will

serve as the participants exit assessment.

First‐Level Task Analysis

The steps for the First-Level Task analysis were created with the

help of an experienced teacher that had worked with Google docs. She

expressed the concerns and what teachers and co-teacher needed to

know before creating their Google doc form. The key components

created are as follows:

1. Create a Google Account

2. Learners will be able to identify 2 major security issues with

the use of Google Docs.

3. Learners will be able to access Google Docs to

create a Form.

4. Learners will be able to create and fill a Google

Doc Form.


5. Learners will be able to submit a Google Doc Form and view

responses.

In‐Depth Task Analysis

The In-Depth Task Analysis has been added at to the last page of

this Instructional Unit. The task inventory diagram includes the First-

Level Task analysis and it’s required skills.

Domain of Learning Goal

The four learning domains by Robert Gagne are categorized as

follows: psychomotor, intellectual, verbal, or attitude. The learning

domains are used through out the instructional unit although after

careful consideration of the First-Task Analysis, this IU can be

categorized more into the intellectual and psychomotor domains. The

intellectual domain will allow teachers and co-teachers to follow

procedures or steps to create a Google doc. The use of body parts, i.e.

hands and fingers will be used to move the computer to create Google

docs.

Summary of Peer Review


The First-Level Task Analysis that was established with an experienced

teacher using

Google docs, reviewed the steps for the instructional unit and was

pleased to say that she agreed and was actually glad that the security

tutorial was added to the first-level task analysis as some of the forms

used will have student’s names and phone numbers. The experienced

teacher said that the privacy of their students is number one. This

teacher also agreed with all other steps as well including the responses

because it is important for the teachers to review the answers and get to

see the information for future needs. The first-level task analysis was

also shared with the principal since she has the final word of what can

be implemented in this instructional unit, and as well was pleased

because all the important steps to teach the teachers and co-teachers

were included in this instructional unit. She was able to give the ok for

this IU to be launched.

Summary


As IDEA Frontier Academy teachers and co-teachers are geared more

into the use of technology, this Instructional Unit will allow them to be

better prepared and have the knowledge and skills needed to keep

student’s information on a centralized location. The task analysis stated

above has been reviewed by an experienced Google doc user and the

principal and have both identified that the instructional goal, core tasks,

subordinate tasks, and prerequisite skills to be on point and being able

to aide the teachers and co-teachers at IDEA Frontier Academy. In

further parts of this instructional Unit will be identified with specific

activities required.


References

(n.d.). Retrieved from

http://www.icels-educators-for-learning.ca/i

ndex.php?

option=com_content&view=article&id=54&

Itemid=73

http://www.icels-educators-for-learning.ca/index.php?option=com_content&view=article&id=54&Itemid=73




Instructional Unit 3 Performance Objectives and Assessments

Nora Medrano


EDTC 6321‐01 fall 2013


Table of Contents

Table of Contents.........................................................................2

Introduction .................................................................................3

Specific Goal................................................................................4

Steps in Achieving the Instructional Goal, Performance Objectives, and Assessments……………………….…………….….............4

Final Assignment Rubric..............................................................8

Summary ....................................................................................10


Instructional Unit 3Performance Objectives and Assessments

Introduction

Through the use of this instructional unit, the thirty-five

IDEA Frontier Academy teachers and co-teachers will learn how

to develop and fill a Google Doc Form to more efficiently create

Forms for their grade level and be able to have information in a

centralized area for all grade level to have access. The first-level

tasks in which teachers and co-teachers at IDEA Frontier Academy

teachers will follow are: 1. Create a Google Account, 2. Learners

will be able to identify 2 major security issues with the use of

Google Docs, 3. Learners will be ale to access Google Docs to

create a Form, 4. Learners will be able to create and fill a Google

Doc Form, and 5. Learners will be able to submit a Google Doc

Form and view responses.


In the depth task analysis in which the learner had their

goal for instruction have been identified, now instructional

Unit 3, the identified major tasks will be restated and these

components will incorporate condition, behavior, and criteria

and will be redefined as performance objectives.

Specific Goal


teachers and co-teachers will be able to create a student’s

information log through (1) participating in a multimedia

tutorial on Google docs and (2) hands-on completing a

student’s information log Google doc at the end of the tutorial.

This hands-on ‘project’ will serve as the participants exit

assessment.


Steps in Achieving the Instructional Goal, Performance

Objectives, and Assessments

CN=Condition, B=Behavior, CR=Criteria


Instructional Goal Instructional Goal with Performance Context

Assessment

Goal: Final AssignmentGoal: Frontier Academy teachers and co-teachers will be able to create a student’s information log through (1) participating in a multimedia tutorial on Google docs and (2) hands-on completing a student’s information log Google doc at the end of the tutorial.

Through practice on the Google software (CN), Frontier Academy teachers and co-teachers will be able to create a students information log form (B) without assistance (CR).

Using the blank Google Doc Form in Google Doc Drive, create a the Form for all grade level peers to use, submit the link to peers to fill in without errors, and check final responses submitted forms in a separate spreadsheet. See Final Assignment Rubric provided below.

Self-Check Questions

With the use of Google Docs Forms are several steps involved in order to successfully complete a Form. Match description (Left) to the correct step (Right)

1. Step 1 B. Learner will be able to access

Google Docs to create a Form

2. Step 2

A. Learners will be able to submit a

Google Doc Form and view responses

3. Step 3

D. Learners will be able to identify 2

major security issues with the use of Google Docs.

4. Step 4

C. Learners will be able to create and fill a Google Doc

Form.

5. Step 5 E. Create a Google Account

Correct Answers1. E2. D3. B4. C5. A

Steps in Instructional Goal

Performance Objectives Assessment

1. Create a Google Account 1. Using internet explorer, Firefox, or

Google chrome (CN), the learner will

create a Gmail account (B) without any assistance (CR).

Self-Check Assessment

Was the learner able to create and log into Gmail account?

YesNo


Feedback: Every teacher and co-teacher must sign up with Gmail to create forms.

2. Learners will be able to identify 2 major security

issues with the use of Google Docs

2. Using Google’s Privacy and Policy

(CN) the learner will identify the 2 major

security issues of using Google Docs

(B) without and assistance (CR)

Self Check Assessment Multiple Choice

1. Will my files go missing in Google Doc? A. YesB. No

2. If my computer is shared should I download Drive to my computer?A. YesB. No

3. Who controls who has access to my files A. My peersB. My principalC. MeD. Google

4. Who will my data be shared with?A. My peersB. PrincipalC. No oneD. Its public, with everyone

Feedback:


INSTRUCTIONAL UNIT 3 8Google drive will not share your files with anyone unless they have access them that’s why you should not install the DRIVE to your computer if it is shared. Your files are kept safe and will not go missing tomorrow.

3. Learners will be able to access Google Docs create

a Form.

3. Through the use of Google Doc Forms

(CN) the learner will create a Google Doc

form (B) with minimal assistance

(If there are questions please

email instructional trainer for assistance)

(CR)

Activity: Access the Google Drive to begin the Form.

Step 1. Click on Drive once you have signed in with username and password

Step 2. Click Create

Step 3. Click Form

Feedback: If you did the following steps correctly you will see “select theme” enter “title”.

4. Learners will be able to create and fill a Google

Doc Form

4. Through the use of Google Doc Forms (CN) the learners

will choose a title for their project, add a

theme, and add questions to the Form (B) with

minimal assistance (If there are

questions please email instructional

trainer for assistance) (CR)

Activity: Add your title to the Form and choose a theme and add

10 questions to the form.

Feedback: it is important for the learner to email the link to their form to the instructional trainer make sure it was created correctly and without errors before sending it to peers.


5. Learners will be able to submit a Google Doc form

and view responses.

5. Through the use of Google Doc Forms (CN) the learners will submit their final form (B)

without assistance (CR)

Once you receive the OK from the instructional trainer you can

submit the Form to your peers via email.

Feedback: Once the form has been filled out you will see the completed information by going back to the drive, as it will be in a spreadsheet. If you are able to see the responses from your peers filled Google Doc Form in the spreadsheet you will know that you have completed the Google Form properly.

Final Assignment RubricCriteria Proficient Needs Improvement

Google Drive Security Quiz (2)

The teacher or co-teacher successfully answered 4 Google

Drive security questions 100%

mastered.

The teacher or co-teacher answered 2 or more Google

Drive security questions incorrectly

Creating Google Form (3) The teacher or co-teacher created a

Google Drive Form

The teacher or co-teacher created a Google Drive Form but failed to successfully add at least 10

questions to Form.Google Doc Form Theme

(4)The teacher or co-

teacher added a theme to Google

Form.

The teacher or co-teacher did not add a theme to Google Form.

Google Doc Form The teacher or co- The teacher or co-teacher did not

questions (4) teacher added10 questions to Form as specified on step 4

assessment.

add 10 questions to Form as specified on step 4 assessment.

Google Doc email link (5) The teacher or co- teacher sends Google

Doc Form to instructional trainer

as specified.

The teacher or co- teacher did not send Google Doc Form to

instructional trainer as specified.

Overall Google Drive Form appearance

The teacher or co-teacher’s Google

Drive Form appears to be free of errors ready to be send to

peers

The teacher or co-teacher’s Google Drive Form appears to have errors and not ready to be

send to peers

Summary

In this Instructional Unit the objectives performed by the learner

provide clarification on what will be expected in order to

successfully complete the course. All teachers and co-teacher at

IDEA Frontier Academy will create a Google Drive Form in order

to keep all students information on a centralized location for easy

access by all grade level staff. In IU 4 the learner will develop

instructional strategies for the learner to master objectives, select

media to implement strategies, and crate an outline of materials

needed.

Instructional Unit 4 1

The Instructional Strategy

Nora Medrano


EDTC 6321‐01 fall 2014


Table of Contents

Table of Contents.............................................................................2 Introduction ………………………………….................................3 Specific Goal....................................................................................3 Instructional Strategy.......................................................................3 I. Pre‐Instructional Activities...........................................................4 II. Content Presentation..................................................................5 III. Learner Participation ................................................................7 IV. Assessment ...............................................................................7 V. Follow‐through Activities ..........................................................8Media Selection and Delivery System.............................................8 First Draft Materials.........................................................................9 Summary .........................................................................................9References .....................................................................................11 Appendix I: Introductory Video Script .........................................12 Appendix II: Pre‐course/Post‐course Self‐Assessment .................12 Appendix III: Instructional Materials............................................14 Lesson One: Create a Google Account .........................................14 Lesson Two: Identify 2 major security issues with the use of Google Do………………………………………………………..15 Lesson Three: Access Google Docs to create a Form...................17 Lesson Four: Completing Google Doc Form ...............................19 Lesson five: Submitting Google Doc Form and view responses ........................................................................................................20Appendix IV: Complete Task Analysis Diagram….....………….22


The Instructional Strategy

Introduction

In instructional Unit 1, identifies the learners, their

environment by creating an instructional goal. In Instructional Unit

2, the instructional goal was turned into a statement goal by

illustrating the first-level task analysis and in-depth analysis of

subordinate skills. In Instructional Unit 3, the performance

objectives were created by using major tasks, creating an

assessment or activity for each performance objective.

In Instructional Unit 4, the instructional strategy will be

developed with the use of instructional unit 1, 2, and 3 in order to

describe the pre-instructional activities, content presentation,

learner participation, assessment methods, and follow-through

activities. In this instructional unit the media selection together

with the delivery system that will allow a first draft for materials

needed to carry out this instructional strategy.


Specific Goal

After completing the instructional unit, the 35 teachers and

co-teachers Frontier Academy will be able to create a student’s





assessment.

Instructional Strategy

According to Branch 2009, the events, which occur in an

instructional unit strategy, will vary depending on the student’s

needs and resources that will be included in this instructional unit

to carry out the specific goal. The instructional strategies according

to Branch (Branch, 2009, pg. 85) “are defined as the organization

and sequence of learning activities. Therefore the instructional


strategies presented in this document are broken into five major

components:

1. Pre‐Instructional Activities

2. Content Presentation

3. Learner Participation

4. Assessment

5. Follow‐through Activities

Pre‐Instructional Activities

In order to engage the attention from 34 teachers and co-

teachers from IDEA Frontier Academy a short 2-3 minute video

using (www.educreations.com) will be provided for the students in

the course homepage. Please refer to Appendix I. The video is

intended to motivate the 34 teachers and co-teachers at IDEA

Frontier Academy by stating the instructional goal and how this

http://www.educreations.com/

new skill will enable them to be better informed with their

student’s information. This video will highlight the performance


objectives in order for the teachers and co-teachers at IDEA

Frontier Academy to understand the purpose of the instructional

unit.

Having the pre-requisite skills will better equip the teachers

and co-teachers at IDEA Frontier Academy in order to complete

this instructional unit. Prior to the initiation of the instructional

activities, the teachers and co-teachers should be able to:

Demonstrate the ability of basic computer skills

Demonstrate the ability to use a mouse or track pad

Demonstrate the ability to fill information for new

email account

Demonstrate the ability to send emails

The teachers and co-teachers at IDEA Frontier Academy will

take a pre-course self-assessment to measure their pre-requisite


skills and be ready to begin the course type. This one-time

allotted true & false and answer-choice assessment will contain

five (5) questions pertaining to the pre‐ requisite skills and five (5)

questions pertaining to the content and security level in using

Google Doc Forms. Teachers and co-teachers must achieve a score

of at least 50% correctly answer questions. Fail to meet the 50%

mastery on the pre-test assessment, the teacher or co-teacher will

be directed to have a meeting with the subject expert in their

campus prior to any further training. The purpose of this pre-

course self-assessment is to ensure teachers and co-teachers are

prepared with the pre-requisites in order to successfully complete

the instructional unit. Please refer to Appendix II for the pre-

course assessment.

Content Presentation


In this instructional unit the physical presence to guide

teachers and co-teachers at IDEA Frontier Academy are not

necessary. The information for this unit will be delivered in a

sequenced order allowing the 34 teachers and co-teachers to

advance at their own level of understanding and pacing themselves

to accurately understand how to create a Google Doc Form. For the

purpose of the performance objectives, they will be segmented into

six separate lessons. The student will gain access to the lessons

once they have met all pre-requisites and watched the introductory

video. Each segment of the lesson will incorporate each of the

following:

Overview: The student will be able to have an overview

of what the intended objective is for that current segment.

Multimedia: The student will receive the content of the

lesson segment via a multimedia video through the use of


Camtasia. This video will include audio narration and

interactive multimedia. The multimedia will provide

guidance for the teachers and co-teachers to complete the

first-level tasks.

Assignment: This activity will give teachers and co-

teachers the opportunity to apply and have hands-on on

what they have just learned through the multimedia video.

Instructions to this assignment will be included in this

segment of the. Each assignment submitted will receive

feedback.

Exit ticket: The exit ticket will serve, as a self- check

assessment that will allow the student to critically think of

what they have learned by answering questions before

proceeding to the next lesson segment. Once exit ticket


has been submitted the student will receive immediate feedback on their responses.

Closure: The content on this lesson segment will recap and review what they have just learned.

Once the last part of the lesson segment has been completed

the teachers and co-teachers will take a post-course self-

assessment. This will have the same questions as the pre-course

self-assessment. The purpose of the post-test is to measure the

student’s level of comprehension, understanding, and advancement

compared to the pre-course self-assessment and wrap-up the

instructional unit.

Learner Participation

As depicted in the content presentation section, multimedia

will be used to guide the teachers and co-teacher through the

course of the unit. The teachers and co-teachers at IDEA Frontier

Academy will be presented by interacting through guided

examples and processes.


Independent practice assignments will be used to allow

teachers with hands-on learning to obtain mastery of the

performance objectives identified on the lesson overview.

Feedback will be given after each assignment has been submitted

in order to allow the teacher and co-teacher to learn from their

mistakes and increase mastery. They will be able to re-submit their

assignments after corrections have been made.

Assessment

Prior to beginning any activities or lesson segments, teachers

and co-teachers at IDEA Frontier Academy will take a pre‐ course

self‐assessment used to measure student’s pre-requisites skills and

knowledge of the unit. This one-time allotted true & false

assessment and answer-choice assessment will contain five (5)

questions pertaining to the pre‐ requisite skills and five (5)

questions pertaining to the content and security level in using


Google Doc Forms. Teachers and co-teachers must achieve a

score of at least 50% correctly answer questions. Fail to meet the

50% mastery on the pre-course self-assessment, the teacher or co-

teacher will be directed to have a meeting with the subject expert

in their campus prior for any further training.

Each assignment is intended to maximize performance to

master the identified performance objectives. The last lesson

segment’s assignment will bring everything together to master the

instructional goal in this instructional unit. Refer to Appendix IV

for the task‐analysis diagram. As stated in the Learner

participation, each assignment submitted will receive feedback.

The use of self-check exit tickets the teachers and co-teachers

will be given the opportunity to immediately apply what they learn

with instant feedback. The 2‐3 questions, one-attempt exit ticket

questions will allow teachers and co-teachers to sharpen their skills

just learned and presented in the lesson. Upon successful


completion of all assignments and assessments, teachers and

co-teachers will take a post self‐assessment that contains the same

questions as the pre-course self‐assessment. In the post-course self-

assessment the student needs to get a 90% passing. If that 90%

passing score is not met the student will meet with the subject

matter expert for further training. Please refer to Appendix II.

Follow‐through Activities

To summarize each lesson, an exit ticket to re-firm and retain

all tasks and skills learned throughout the instructional unit.

Media Selection and Delivery System

IDEA Frontier Academy will be using Google Docs for this

instructional unit. Each teacher and co-teacher will create his/her

own Google account and will begin with a new Google Doc Form.

It is imperative that all teachers and co-teachers receive the same

training and in the same systematic format.


Google Docs allows the teacher to create various forms to

keep more organization and be able to share files with colleges and

managers. Below you will find a list of selected media to support

the instruction of this instructional unit and enhance the student’s

learning experience:

Video: multimedia videos will be used in each lesson to

provide an overview of particular objectives for that

lesson. The video will serve as an attention getter and to

promote engagement, participation, and retention of the

material.

Graphics: The graphics will provide an easy way to

portray a specific key element about the topic the

student is learning on that specific lesson segment.

First Draft Materials

Please refer to Appendices I‐IV for first draft materials of pre‐instructional and Instructional activities.


Summary

The development of the first-step instructional activities,

teachers and co-teachers will be able to understand what is needed

to accomplish the instructional unit. The instructional strategy

indicates the content presented, learner participation, assessment,

follow-through activities, media selection, and first-draft materials

for the students. In Instructional Unit 5, the teachers and co-

teachers and the subject matter expert will evaluate and review the

instructional strategy, media and delivery system selection, and

first draft materials to recommend any revisions needed.


References

Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Boston, MA: Springer-Verlag US.


Appendix I Introduction of course overview

Script: Learning something new can be quiet challenging, much

more when it is online and not your typical face-to-face learning.

Nothing to worry about because this course will enable you to

work at your own pace, is step-by-step, and will give you on the

spot feedback, and allows you to review any lesson that you need

to reinforce. This video will allow you to be able to create Google

Doc Forms in order to keep information in one centralized location

to share it with your peers. Through the use of this course, each

lesson will include a multimedia video, hands-on assignments with

on the spot feedback, exit ticket to reinforce the lesson, and a recap

(summary) for every lesson summarizing what you have just

learned. The course includes five (5) lessons in which you will

learn how to:

1. Creating a Google Account

2. Identify 2 major security issues with the use of Google Docs


3. Access Google Docs to create a Form

4. Create and fill a Google Doc Form

5. Submit Google Doc Form and view responses

Nice learning and let’s begin!

Appendix II: Pre-course/Post-course Self-Assessment

Instructions: This self-assessment is intended to know your prior

knowledge pre-requisite skills and the use of Google Forms before

commencing the instructional unit. Upon completion of the course,

you will be given a post-test self-assessment, which will contain

the same questions as the pre-course self-assessment to measure

your progress of the course.

For questions 1-5, select the best answer

1. Will my files go missing while using Google Docs?A. AlwaysB. SometimesC. Most of the time D. Never

Should I download Google Drive to my computer?Instructional Unit 4 19

A. Only if I trust the personB. No, not at allC. AlwaysD. If the owner of the computer allows me

2. Who controls access to my files?

A. MeB. My peersC. My principalD. Google

3. Who will my data be shared with?A. My peersB. PrincipalC. No oneD. It’s public, with everyone

4. Where will my data be stored?A. On my computerB. On my Google Drive accountC. On my principal’s officeD. It will never be saved

For questions 6-10, select either true or false

5. I am able to use the computer for basic needs?A. True B. False

6. I am able to use the computer mouse or track pad?A. True B. False


7. I am able to send/receive emails?A. True B. False

8. I am able to fill information on forms?A. True B. False

9. I have created an email account before?A. True B. False

Appendix III Instructional Materials

Lesson one: Creating a Google Account

In lesson one, using Google.com (CN) the student will create a

Google email account (B) without any assistance (CR)

Multimedia

Instructions: Watch multimedia video to view the how to create a

Gmail account

Video script: In order to begin working on this instructional video

all students must create a Gmail account in which it will give you

access to create Google Forms. Creating a Gmail account is the


first step and by following these easy steps in no time you should

have a Gmail account.

Step 1: Go to gmail.com

Step 2: Click create and account

Step 3: Choose username and password

Exit Ticket:

Instructions: Please answer the following question/s. exit ticket can only be taken once.

1. What website did I go to create a Gmail account?A. www.gmail.com B. www.drive.com

http://www.drive.com/

http://www.gmail.com/

C. www.forms.com D. www.gmailforms.com

Feedback: In order to create a Gmail account you need to access www.gmail.com.

2. What was the next step to creating a Gmail account?A. Create a formB. Create an accountC. Create a drive

Create a GmailInstructional Unit 4 22

Feedback: in order to create a Gmail account after accessing

Gmail.com, you have to click on create an account.

Recap: In lesson one you learned how to create a Gmail account

by accessing www.Google.com, creating an account, and choosing

a username and password. You also had the opportunity to send an

email to the subject matter expert to verify if your email was

successfully completed. In lesson two you will learn to identify 2

major security issues with Google Docs.

Lesson two: The learner will identify 2 major security issues

with the use of Google Docs.

http://www.Google.com/


http://www.gmailforms.com/

http://www.forms.com/

In lesson two, using Google.com (CN) the student will identify 2

major security issues with the use of Google Docs (B) without any

assistance (CR)

Multimedia

Instructions: Watch the multimedia video to identify the 2 major

security issues with the use of Google Docs.


Script: Now that you created your Gmail account and

successfully sent and email to the subject matter expert, you can

begin learning about Google Docs. The first important step before

learning how to create a Google Form is to learn how secure your

Forms will be using Google Docs.

Let’s get started!

Step 1: Access the following url Step2: Identify the

security in Google Drive

Step 3: Access the following url

Step 4: Identify what do Google

Terms of Service for the files I upload to Google Drive?

Assignment: For the assignment in lesson 2, you would need to

read and identify the 2 security issues with using Google Docs.

Then you will share with 2 peers what you learned about the

security of using Google Docs.

Exit Ticket:


Instructions: Answer the following questions about Google Drive

security issues.

1. Will my files go missing while using Google Docs?A. AlwaysB. SometimesC. Most of the time D. Never

Feedback: Your files are safe with Google Docs; you should never worry about loosing

your information.

2. Should I download Google Drive to my computer if it’s shared?

A. Only if I trust the personB. No, not at all

C. AlwaysD. If the owner of the computer allows me

Feedback: You should only download Google Drive to your computer if it is personal. If

you download Drive to the computer and it is shared someone might have access to your

forms.

3. Who will my data be shared with?A. My peers

Principal Instructional Unit 4 25

B. No oneC. It’s public, with everyone

Feedback: Google Drive will not share your data information with anyone. The only way

your information will be shared is if you give access to someone.

Recap: In lesson 2 you learned about the security issues while using Google Docs. The

use of Google Docs is very secure and you have control of who you allow to

view your forms. Google Docs does not advise you to download Google

Drive to your computer if it is a shared computer. In lesson 3, you will learn how to

access Google Docs to create a Form.

Lesson three: The learner will be able access Google Docs to create a Form.

In lesson three, using Google Drive (CN) the student will be able to access Google Docs to create a Form (B) without any assistance (CR)

Multimedia


Instructions: Watch the Multimedia to see how to access Google Docs and create a Form

Script: In lesson three, you will learn how to access Google Drive through your Gmail account in order to access and create a Form.Assignment: It’s your turn. Follow these steps to access a Google Drive Form. If you follow these steps and you don’t have access

please notify your subject matter expert.

Exit Ticket:

Step 1: Click on the dotted square and click “Drive”

Step 2: Click “Create”

Step 3:Click “Form”

Instructions: Please answer the following questions

1. Where do I click to begin having access to a Google Form?A. By clicking searchB. By clicking DriveC. By clicking GmailD. By clinking help

Feedback: To begin you click Drive and it will take you to the next step.

2. What is the second step to access a Google Form?A. By clicking findInstructional Unit 4 27

B. By clicking helpC. By clicking GmailD. By clicking Create

Feedback: After you click Drive, you should click Create in order to have a list of different data that can be created.

3. What do you click to finally take you to the Google Drive Form?A. SpreadsheetB. DrawingC. FolderD. Form

Feedback: After you click Create you need to click on Form, which will take you to the

actual form.

Recap: In lesson three, you learned how to access Google Forms by clicking on Drive, Create, and then on Form. This will route to the actual form to begin formulating your questions to complete a Google Drive Form. In lesson 4 you will learn how to create and fill a Google Form.


Lesson four: The learners will be able to create and fill a Google Doc Form

In lesson four, using Google Drive (CN) the student will be able to create and fill a

Google Doc Form (B) without any assistance (CR)

Multimedia

Instructions: Watch lesson 4 video to create and fill a Google Doc Form.

In lesson 4 you will learn how to create a Google Doc Form by choosing a title, choosing

a theme for your Form, and add 10 questions to the Form.

Step 1: Enter a title and choose a theme

Step 2: Enter a question, choose the question type on the drop down bar, and click required question (optional)

Step 3: Click add question if additional questions are needed.

Assignment: It’s you turn. Add 10 questions to your newly created Google Form.


Remember you can change the type of question but just clicking on the drop down bar.

Exit Ticket:

Instructions: Respond to the following questions with the best appropriate answer.

1. Do I have to enter a title and choose a theme for my Form?A. True B. False

Feedback: You don’t necessarily need to choose a title and a theme for your form but it

would be best, as it will let people know what the form is about and it will give it some

style.

Recap: In lesson 4, you learned how to create and fill a Google Drive Form by adding a

title and theme, adding questions, and by practicing to add 10 questions to your Form. In

our final lesson five, you will learn how to submit your Google Drive Form and view

responds after a peer has submitted it.


Lesson five: The Learners will be able to submit a Google Doc form and view

responses

In lesson five, using Google Drive (CN) the student submit a Google Doc Form and view

responses (B) without any assistance (CR)

Multimedia

Instructions: Watch lesson five-multimedia video to learn how to submit a Google Doc

Form and view the responses after a peer has already submitted a Form.

Step 1: Click publish and click end a link to the results of this form to all respondents.

Step 2: Click sendForm.

Step 3: Copy the link and send it to peers.

Step 4: Click “Drive again to view all responses on link once form has been submitted.

Assignment: It’s you turn. Since you have already chosen a title, theme, and added 10

questions to your Form, copy the link and send it to the subject matter person. The Instructional Unit 4 31

subject matter person will fill out the form and you will be able to see the responses.

Exit Ticket:

Instructions: Answer the following questions with the best possible answer.

1. Do I have to click on “Publish a and show a link to the results of this form to all the respondents.”A. TrueB. False

Feedback: This is true. You need to click on “Publish a and show a link to the results

of this form to all the respondents.” If you don’t it will be harder to view the responses

from your peers when they submit a form

2. What do I need to copy and send to my peers?A. AnswersB. LinkC. Questions D. Responses

Feedback: It is important to send the link to your peers that will have access to the form

in order for them to be able to fill it out and you could see the responses. Instructional Unit 4 32

Recap: In lesson 5, you learned how to submit a form and see responses from forms that

have been submitted. Now that you have learned how to set up a Gmail account,

identified the 2 security issues with Google Drive, learned how to access Google Drive,

fill and create a Form, and submit and view responses, you are prepared to begin working

on any Google Form requested by your principal or assistant principals. Remember you

can always come back and revisit any part that you need to get more clarification.


Appendix IV: Complete Task Analysis Diagram



Formative Evaluation

Nora Medrano


EDTC 6321‐01 Spring 2013


Table of Contents

Table of Contents ........................................................................... 2Introduction .................................................................................... 3Specific Goal .................................................................................. 3Subject Matter Expert Review ........................................................3Introduction …………….................................................................3Subject Matter Expert Review Summary ……...............................4Synopsis ..........................................................................................5One‐to‐One Evaluation …………................................................6Introduction ....................................................................................6One‐to‐one Evaluation Summary ................................................6Synopsis ..........................................................................................7Small Group Evaluation ..................................................................7Introduction .....................................................................................7Small Group Evaluation Summary .................................................8Synopsis ..........................................................................................8Summary .........................................................................................9

Appendix I: Introductory Video Script …………….....................11 Appendix II: Pre‐course/Post‐course Self‐Assessment .................13 Appendix III: Instructional Materials............................................13Lesson One: Create a Google Account .........................................13Lesson Two: Identify 2 major security issues with the use of Google Doc………………………………………………………15Lesson Three: Access Google Docs to create a Form...................17Lesson Four: Completing Google Doc Form ................................20 Lesson five: Submitting Google Doc Form and view responses ........................................................................................................22Appendix IV: Complete Task Analysis Diagram……….……….25



Formative Evaluation

Introduction

Instructional unit 4 stated the strategy of instruction, the

system in which the learning will be delivered, and the first draft

materials, instructional unit 5 you will learn about the formative

evaluation of the instructional materials. Upon completion of this

instructional unit, teachers and co-teachers at IDEA Frontier will

be able to develop and demonstrate a course prototype to be able to

keep student’s information in one centralized location for easy

access by teachers. In Instructional Unit 5, a formative evaluation

will be conducted by using a subject matter expert to review the

first draft materials, a one-to‐one evaluation conducted after the

subject matter expert, and a small group evaluation.

Specific Goal


After completing the instructional unit, the 34 teachers and

co-teachers at Frontier Academy will be able to create a student’s





assessment.

Subject Matter Expert Review

Introduction

The Subject Matter Expert for the review of this instructional

unit is Victoria Mock. Ms. Mock is the IT expert for IDEA

Frontier and IDEA Brownsville. She is in charge of setting up our

technology equipment in our campus and ensures all equipment is

working up to par. Although Ms. Mock is not an instructional

designer, she has had 3 years of experience working with Google

applications administration. Prior to her working with Google


applications administration, she worked as a computer

technician for 2 years. Ms. Victoria Mock obtained a Bachelors

degree in applied technology in computer information systems

form the University of Texas at Brownsville. Ms. Mock was sent

the first draft materials via email and the deliberation was done in

person at the IDEA Frontier campus.

Subject Matter Expert Review Summary

Below you will find the Subject Matter Expert Review summary observations and my responses to the observations.

Steps SME’s Comments My Response

Step 1:Introduction

Although the introductory video is a good idea I also think it would be useful to add the finished product to show the learner what they are creating and how it should look at the end of the course.

That is a good idea. I will add that part at the end of the introductory video because it is important to know where the learners will begin and what they should end up with.

Step 2:Content

Presentation

On lesson one where the student is learning how to create a Gmail account it would be useful to tell them that their password should be unique and it is composed of various

On the multimedia for every lesson Ms. Mock was a little worried if all the students were getting was some graphics on what they will see.

I advised Ms. Mock that it was part of their pre-requisite skills but I would still briefly mention that as these learners are experienced and have created email accounts before.

Ms. Mock was advised that each lesson will have a multimedia video in which it will have step-by-step on what they should do and then they would apply what they have learned during their assignments. Will add this to the introductory video.

Step 3:Assessment

In regards to the pre- and post-course assessment there are two questions in which Ms. Mock advices for them to be re-worded the answer choices for better understanding. She stated that on the assessment they were different based on the feedback from the exit ticket.

The following questions were of concern:10. Questions 2.

Should I download Google Drive to my computer?E. Only if I trust the personF. No, not at allG. AlwaysH. If the owner of the computer

allows me

Questions will be looked and revised as necessary to avoid any confusion and portray same message across each lesson segment.

The questions will be changed to:1. Question 2.

Should I download Google Drive to my computer?

A. Only if my computer is not shared.

B. Always C. NeverD. Sometimes

2. Question 4.Who will my data be shared with?

A. Everyone

11. Question 4.Who will my data be shared with?E. My peersF. PrincipalG. No oneH. It’s public, with everyone

B. Only people who I share my files with

C. It’s publicD. My principal

Synopsis

Overall, the SME thought the instructional unit was on point

and did not find too many changes as it was well planned and each

lesson carried on the next lesson. Ms. Mock did mention that she

liked how this instructional unit course included a lesson to have

the learners identify the security issues with the use of Google


Docs. She stated how many people begin using different

programs or websites without first learning about the security

issues it involved using Google Docs. Many people just agree to

terms and conditions yet they don’t take the time to review them.

Ms. Mock also stated that working this instructional unit in

segments allows the learners to get more knowledge versus a fast

crash course in which no information was retained.

The revisions addressed through observations and

discussions will be made in the

following manner:

Short‐term revisions:

Make all revisions necessary based on the SME’s observations.

Long‐term revisions:

these observations by the SME will allow for more

careful considerations on instructional units to come

and on the step-


by-step process for the learners.

One-to-One Evaluation

Introduction

The one-to-one evaluation was conducted with the lead 2nd

grade teacher at IDEA Frontier. This lead teacher has worked with

IDEA Frontier for five years with IDEA and has had experience

with Google Docs and has been helping new teachers learning

about Google Doc usage. The one-to-one evaluation was

conducted face-to-face setting after school in the 2nd grade lead

teacher’s classroom. The lead teacher was given 2-hour time limit

to complete the instructional materials.

One-to-One Evaluation Summary Steps My Observations My Response

Step 1: Identify 2 security issues


Teacher commented: We could probably skip this part since every service we use has them.

No change. It is important to know about the security issues with using Google Docs especially because student’s information might be logged in the Google Form

Step 2: Creating a Google

Account

Teacher commented: there is no assignment for this lesson.

There is an assignment it was just not labeled. Revised lesson to show assignment.

Step 3: Would I be able to skip over creating a Gmail account since I have already created one before?

This course is intended to built on the next lesson. Therefore it would be recommended to follow the course in its totality in order to be successful and it also helps you refresh any areas.

Synopsis

The 2nd grade lead teacher overall was very please with the

instructional unit. She liked how each lesson was segmented and

not given all at once. She also thinks it a good idea to present this

to all new hire teachers too are on the same level of understanding

of using Google Docs. She also commented that she liked

receiving feedback on exit-tickets is very helpful and allows them

to learn from their mistakes for the next lesson. We finally talked

about the instructional unit as a whole and if she had become more

proficient with this course and could now be more confident when

creating Google Doc Forms- her response was that she was more

informed and was not blindly creating a form. The changes in

which were discussed in the one-one Evaluation observations and

responses will be addressed:

Short‐term revisions:


Make all revisions necessary based on the one-to-one

Evaluation.

Long‐term revisions:

State clearer instructions in further instructional

units and ensure each lesson has an assignment.

Small Group Evaluation

Introduction

Two members were selected to evaluate the instructions

following revisions with the one-on-one evaluation. The first

learner (Learner #1) was the Principal of IDEA Frontier. The input

from the principal is very important, as it would greatly benefit

from any recommendations. The principal has been with IDEA

Frontier sine the campus opened in 2006. She was also the one

who began implementing the use of Google Docs and is familiar

with the use of the Forms.

The second learner (Learner #2) for this instructional unit

will be a teacher who was hired this 2013-2014 school year. She is


not very familiar with the use of Google Forms and in her previous

job they were no used.

Small Group Evaluation Summary

Steps Observations My Response Pre-instructional activities Could the assessment be

taken more than once? Add to the introductory video more about the assessments.

Step 2:Assignments

How do you know if everyone completed the

Since the assignments are hands-on and based on what was learned in each

assignments? lesson, the link will be sent to the SME. Once he gets the link to the created Form she will check the assignments completion.

Step 3: Closure (Wrap-up)

On the wrap-up instead of just saying what the student learned adding graphics of the completed task for that particular lesson.

Revise the wrap-up to have more visuals versus just wording.

Step 3:

All lessons

What is the purpose of the CR, B, and CN?

Revise to remove form lessons.

Step 4: Diagram

Adding each part of the diagram to each lesson’s video would help know what part of the diagram they were completing

Revise video and add the diagram to each lesson recap.

Synopsis

Overall, learner # 1 and learner #2 were happy to say that the

instructional unit has a good layout. Learners 1 (principal) liked

how each lesson has an exit ticket because they are able to re-


enforce what they learned and would help them with the post-

course assessment. She also liked that there was an introductory

video explaining in depth what they learner was going to do and

explained the assessment part more in depth.

Learner 2 (new teacher) stated that she was confident enough

to create a Google Form without any assistance after going through

the course. She said that the course was well planned and the

learner was kept in mind at all times. She liked that each lesson

had a video, assignment based on what they had learned, and a

mini-quiz to know if they had really gained the information

learned, and of course a recap of what they had learned.

Revisions from the SME (Ms. Mock) and one-to-one

evaluation (Lead teacher) allowed correcting and revising the

instructional unit for any questions that may arise through the first

draft materials. The observations will be made through the

following:


Short-term

Make all revisions from SME, one-to-one evaluation, and small group evaluation

Long-term

Continue with consistency and keeping learners in mind when creating an instructional unit

Explain more in-depth in all videos to ensure comprehension

Summary

The formative evaluation conducted by the subject

matter expert and the audience for this instructional unit

helped make revision in order to design a stronger and more

effective course for the learner. Corrections were made based

on the feedback and observations. With this, this unit was

able to contain more in depth instructions and allow learners

to comprehend the objective of this course. Through the use

of the ADDIE model, this instructional unit was constructed.

In Instructional unit 1 I learned who our learners are and

created an instructional unit. Instructional unit 2, we learned


about the first task analysis and in depth analysis. In

instructional unit 3 we learned about the major steps and

performance objectives. In instructional unit 4 we learned

about the first draft materials and in instructional unit 5 we

learned to evaluate the first draft materials. Through these

steps our instructional unit was created, reviewed, and

revised, and adapted to our learners who need to gain

knowledge and skills to perform. This course is ready to be

delivered to our learners.s

Appendix I Introduction of course overview

Script: Learning something new can be quiet challenging, much

more when it is online and not your typical face-to-face learning.

Nothing to worry about because this course will enable you to

work at your own pace, is step-by-step, and will give you on the

spot feedback, and allows you to review any lesson that you need

to reinforce. This video will allow you to be able to create Google

Doc Forms in order to keep information in one centralized location

to share it with your peers. Through the use of this course, each

lesson will include a multimedia video in which guide you step-by-

step how to perform that certain part of the lesson segment, hands-

on assignments with on the spot feedback, exit ticket to reinforce

the lesson, and a recap (summary) for every lesson summarizing

what you have just learned. The course includes five (5) lessons in

which you will learn how to:

6. Creating a Google Account

7. Identify 2 major security issues with the use of Google Docs

8. Access Google Docs to create a Form

9. Create and fill a Google Doc Form

10. Submit Google Doc Form and view responses

Here is what your finished product should look like when you

finish the course.

Nice learning and let’s begin!

Appendix II: Pre-course/Post-course Self-Assessment

Instructions: This self-assessment is intended to know your prior

knowledge pre-requisite skills and the use of Google Forms before

commencing the instructional unit. Upon completion of the course,

you will be given a post-test self-assessment, which will contain

the same questions as the pre-course self-assessment to measure

your progress of the course.

For questions 1-5, select the best answer

1. Will my files go missing while using Google Docs?E. AlwaysF. SometimesG. Most of the time H. Never

2. Should I download Google Drive to my computer? A. Only if my computer is not shared.B. Always C. NeverD. Sometimes

3. Who controls access to my files?E. MeF. My peersG. My principalH. Google

4. Who will my data be shared with?A. Everyone B. Only people who I share my files withC. It’s publicD. My principal

5. Where will my data be stored?E. On my computerF. On my Google Drive accountG. On my principal’s officeH. It will never be saved

For questions 6-10, select either true or false

6. I am able to use the computer for basic needs?C. True D. False

7. I am able to use the computer mouse or track pad?C. True D. False

8. I am able to send/receive emails?C. True D. False

9. I am able to fill information on forms?C. True D. False

10. I have created an email account before?C. True D. False

Appendix III Instructional Materials

Lesson one: Creating a Google Account

Multimedia

Instructions: Watch multimedia video to view the how to create a

Gmail account

Video script: In order to begin working on this instructional video

all students must create a Gmail account in which it will give you

access to create Google Forms. Creating a Gmail account is the

first step and by following these easy steps in no time you should

have a Gmail account. Just like every account you create requires a

username and password, with the use of Gmail it is also a

requirement. Google in itself is very particular in creating

passwords to protect your information. Google’s password

requirements are the following: Use at least 8 characters. Don’t use

a password from another site, or something too obvious like your

pet’s name. Please ensure that your password follows the

guidelines listed in order to successfully create a Gmail account.

Step 1: Go to gmail.com

Step 2: Click create and account

Step 3: Choose username and password

Exit Ticket:

Instructions: Please answer the following question/s. exit ticket can only be taken once.

2. What website did I go to create a Gmail account?E. www.gmail.com F. www.drive.com G. www.forms.com

http://www.forms.com/

http://www.drive.com/


H. www.gmailforms.com

Feedback: In order to create a Gmail account you need to access www.gmail.com.

2. What was the next step to creating a Gmail account?D. Create a formE. Create an accountF. Create a driveG. Create a Gmail

Feedback: in order to create a Gmail account after accessing

Gmail.com, you have to click on create an account.

Recap: In lesson one you learned how to create a Gmail account

by accessing www.Google.com, creating an account, and choosing

a username and password. You also had the opportunity to send an

email to the subject matter expert to verify if your email was

successfully completed. In lesson two you will learn to identify 2

major security issues with Google Docs.

http://www.Google.com/


http://www.gmailforms.com/

Lesson two: The learner will identify 2 major security issues


Multimedia

Instructions: Watch the multimedia video to identify the 2 major

security issues with the use of Google Docs.

Script: Now that you created your Gmail account and

successfully sent and email to the subject matter expert, you can

begin learning about Google Docs. The first important step before

learning how to create a Google Form is to learn how secure your

Forms will be using Google Docs.

Let’s get started!

Step 1: Access the following URL Step2: Identify the

security in Google Drive

Step 3: Access the following URL

Step 4: Identify what do Google Terms of Service for the files I upload to Google Drive?

Assignment: For the assignment in lesson 2, you would need to

read and identify the 2 security issues with using Google Docs.

Then you will share with 2 peers what you learned about the

security of using Google Docs.

Exit Ticket:

Instructions: Answer the following questions about Google Drive

security issues.

2. Will my files go missing while using Google Docs?E. AlwaysF. Sometimes

G. Most of the time H.Never

Feedback: Your files are safe with Google Docs; you should never worry about loosing

your information.

2. Should I download Google Drive to my computer if it’s shared?

E. Only if I trust the personF. No, not at allG. AlwaysH. If the owner of the computer allows me

Feedback: You should only download Google Drive to your computer if it is personal. If

you download Drive to the computer and it is shared someone might have access to your

forms.

3. Who will my data be shared with?D. My peersE. PrincipalF. No oneG. It’s public, with everyone

Feedback: Google Drive will not share your data information with anyone. The only way

your information will be shared is if you give access to someone.

Recap: In lesson 2 you learned about the security issues while using Google Docs. The

use of Google Docs is very secure and you have control of whom you allow to

view your forms. Google Docs does not advise you to download Google

Drive to your computer if it is a shared computer. In lesson 3, you will learn how to

access Google Docs to create a Form.

Lesson three: The learner will be able access Google Docs to create a Form.

Multimedia

Instructions: Watch the Multimedia to see how to access Google Docs and create a Form

Script: In lesson three, you will learn how to access Google Drive through your Gmail account in order to access and create a Form.

Assignment: It’s your turn. Follow these steps to access a Google Drive Form. If you follow these steps and you don’t have access please notify your subject matter expert.

Exit Ticket:

Instructions: Please answer the following questions

4. Where do I click to begin having access to a Google Form?E. By clicking search

Step 1: Click on the dotted square and click “Drive”

Step 2: Click “Create”

Step 3:Click “Form”

F. By clicking DriveG. By clicking GmailH. By clinking help

Feedback: To begin you click Drive and it will take you to the next step.

5. What is the second step to access a Google Form?E. By clicking findF. By clicking helpG. By clicking GmailH. By clicking Create

Feedback: After you click Drive, you should click Create in order to have a list of

different data that can be created.

6. What do you click to finally take you to the Google Drive Form?E. SpreadsheetF. DrawingG. FolderH.Form

Feedback: After you click Create you need to click on Form, which will take you to the

actual form.

Recap: In lesson three, you learned how to access Google Forms by clicking on Drive,

Create, and then on Form. This will route to the actual form to begin

formulating your questions to complete a Google Drive Form. In lesson 4 you will learn

how to create and fill a Google Form.

Lesson four: The learners will be able to create and fill a Google Doc Form

Multimedia

Instructions: Watch lesson 4 video to create and fill a Google Doc Form.

In lesson 4 you will learn how to create a Google Doc Form by choosing a title, choosing

a theme for your Form, and add 10 questions to the Form.

Step 1: Enter a title and choose a theme

Step 2: Enter a question, choose the question type on the drop down bar, and click required question (optional)

Step 3: Click add question if additional questions are needed.

Assignment: It’s you turn. Add 10 questions to your newly created Google Form.

Remember you can change the type of question but just clicking on the drop down bar.

Exit Ticket:

Instructions: Respond to the following questions with the best appropriate answer.

2. Do I have to enter a title and choose a theme for my Form?C. True D. False

Feedback: You don’t necessarily need to choose a title and a theme for your form but it

would be best, as it will let people know what the form is about and it will give it some

style.

Recap: In lesson 4, you learned how to create and fill a Google Drive Form by adding a

title and theme, adding questions, and by practicing to add 10 questions to your Form. In

our final lesson five, you will learn how to submit your Google Drive Form and view

responds after a peer has submitted it.

Lesson five: The Learners will be able to submit a Google Doc form and view

responses

Multimedia

Instructions: Watch lesson five-multimedia video to learn how to submit a Google Doc

Form and view the responses after a peer has already submitted a Form.

Step 1: Click publish and click add a link to the results of this form to all respondents.

Step 2: Click sendForm.

Step 3: Copy the link and send it to peers.

Step 4: Click “Drive again to view all responses on link once form has been submitted.

Assignment: It’s you turn. Since you have already chosen a title, theme, and added 10

questions to your Form, copy the link and send it to the subject matter person. The

subject matter person will fill out the form and you will be able to see the responses.

Exit Ticket:

Instructions: Answer the following questions with the best possible answer.

3. Do I have to click on “Publish a and show a link to the results of this form to all the respondents.”C. TrueD. False

Feedback: This is true. You need to click on “Publish a and show a link to the results

of this form to all the respondents.” If you don’t it will be harder to view the responses

from your peers when they submit a form

4. What do I need to copy and send to my peers?E. AnswersF. LinkG. Questions H. Responses

Feedback: It is important to send the link to your peers that will have access to the form

in order for them to be able to fill it out and you could see the responses.

Recap: In lesson 5, you learned how to submit a form and see responses from forms that

have been submitted. Now that you have learned how to set up a Gmail account,

identified the 2 security issues with Google Drive, learned how to access Google Drive,

fill and create a Form, and submit and view responses, you are prepared to begin working

on any Google Form requested by your principal or assistant principals. Remember you

can always come back and revisit any part that you need to get more clarification.

Appendix IV: Complete Task Analysis Diagram

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