Kjohnson Online Workshop Instructional Design Model

Krisann Johnson 1
Online Staff Development Workshop

Morrison, Ross, Kemp Model
Part I: Identification of Learning Problem
General Audience
The main audience involves 8th and 9th grade teachers. The audience teaches a variety of content
courses at H.E. McCracken Middle School in Bluffton, South Carolina. There are approximately
8 teachers in this workshop. All teachers enrolled in the online course will be trained through the
content.
Problem Identification
The South Carolina state standards for students require improvement in current writing abilities.
Also, it has become a requirement to include more student assessments and assignments in a
digital and online media format. This requirement is part of the Beaufort County Districts
standards.
Presently, students in the classroom are struggling to keep up with their writing abilities and
utilizing online tools. Many of them lack the knowledge and skills. In the online workshop,
teachers will create an infographic through Piktochart. Teachers will be introduced how they can
form and use infographics for the purpose of improving students writing, collaboration and
creativity skills. The content for the workshop will be presented through Emaze and Google
Sites. This project will be completed fully online.
Instructional Goals:
Teachers will be able to create an infographic through Piktochart.
Teachers will be able to navigate through Piktochart using the tools provided by the
online database.
Teachers will be able to create lessons implementing student-created infographics

through Piktochart.
Part II: Learner Analysis
Introduction
The learners in the Online Staff Development Workshop are 8th and 9th grade teachers at H.E.
McCracken Middle School in Bluffton, South Carolina. They are made up of a diverse group of
teachers. The total number of participates are 8 teachers.
Entry Characteristics:
Prerequisite skill & knowledge:
Krisann Johnson 2
Be able to navigate software databases
Be able to access the internet
Be able to send email with attachments
Be able to open links
Prior Experience:
The percentages of the participants that have completed or are currently taking technology
professional-development are 100%. There, they have gain skills to navigate through computer
databases and create internet-based activities.
Common errors made by beginner learners:
Confusing non-accredited information obtained from the internet as factual
Not using the internet resources correctly
Incomplete writing and incorrect grammar usage
Not effectively organizing work materials
Potential Misconceptions:
Web data bases has to be purchased and is often blocked by the district firewalls
One has to have intermediate skills in technology to maintain a web page
Using technology in the classroom is only for the technology base courses
Attitudes Towards Content

The 8th and 9th grade teachers at H.E. McCracken Middle School accept that knowing how to
create an infographic through Piktochart may improve students writing, collaboration and
creativity skills. From a pre-assessment analysis, all teachers claimed that they are unsure how to
create an infographic. The teachers were asked to rate themselves 1-5 on their prior-knowledge
of the content (1 meaning they do not know much and 5 they are experts on the content
information). Out of these teachers, 89% rated themselves level 1, 0% level 2, 12% level 3.
None of the teachers rated themselves at level 5. The teachers were asked to create a goal they
would like to achieve during this unit. Many of the teachers goals consist of creating a better
understanding of infographics and Piktochart. These results were gathered through the use of a
survey created on Google Forms.
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Group Characteristics
The H.E. McCracken Middle School is in Beaufort County and is a part of Bluffton, SC where
the median income is below or at the poverty level. The teachers of the 8th and 9th grade classes
are between ages of 23-60. All of the teachers are dressed in appropriate district approved attire.
All teachers come to school prepared with necessary supplies. The learners work well with
individual or group assignments. This information was gathered from observations and surveys
from the teacher.
Part III: Task Analysis
Task Analysis
I conducted the task analysis by using a procedural analysis to confirm I captured as much
significant information as possible. I use procedural analysis because it better fit my analysis
task. Also, I added a task analysis for the workshop agenda. While completing the procedural
analysis, I identified the steps required to complete an infographic through Piktochart. When
beginning the process, I created a detailed outline of the actions that would take place to perform
the desire instructions. Also, I opened a Piktochart account and create an infographic as I wrote
about steps. This ensured that I did not miss any stages of instructions.
Task Analysis Outline: Making Inforgraphic
1. Create an account to Picktochart
1.1 Click on the tab Create an account to Piktochart
1.2 Fill out the information
1.2.1 Type your name
1.2.2 Type your email address
1.2.3 Create and type your password
1.2.4 Retype password
1.2.5 Read and check the terms and conditions
1.2.6 Click Create my account
2. Log-in Piktochart
2.1 Type email address
2.1.1 Check spelling
2.2 Type password
2.2.1 Check cap lock
2.2.2 Check spelling
2.2.3 Reset password link
2.2.3.1 Click yes
2.2.3.2 Follow link from email
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2.3 Click Log-in
3. Create a new Infographic
3.1 Click Create Your Own Infographic
3.1.1 Create
3.2 Click on the first block
3.2.1 Click on title box
3.2.1.1 Edit the Title
3.2.1.2 Change the font
3.2.1.3 Change the style
3.2.1.4 Change the color
3.2.2 Add text boxes
3.2.3 Change background
3.3 Click on the second block
3.3.1 Change background
3.3.2 Add icons
3.3.3 Add pictures
3.3.4 Add shapes
4. Publish Infographic
4.1 Click Saved
4.2 Click Publish Now
4.3 Copy URL
4.4 Post URL to a Google Form
5. Log out when finished
5.1 Click Log out
Procedural Analysis: Workshop Agenda

Step
1.
Action
Introduction
2.
Workshop Outline
3.
Purpose of
Infographics
(Shared through
Emaze)
4.
Applying Infographics
to Teaching and
learning
Description
Good-Afternoon, my name is Krisann Johnson,
and Im here to teach you how to utilize
infographics, an instructional technology tool,
created through Piktochart.
Explain the agenda and the activities for
instruction.
Explain the purpose of using technology tools in
the classroom.
Explain the purpose of infographics.
Explain the purpose of creating infographics
through Piktochart.
Explain how infographics are used positively to
influence students writing and creative skills.
5.
6.
(Shared through
Emaze)
Student Work
Examples
(Shared through
Emaze)
Signing up for
Piktochart
(Shared through
Emaze)
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Explain how infographics are supported by
Blooms Taxonomy.
Present and read through 2 students infographic
examples created through Piktochart.
Visit: http://piktochart.com/
Click on SIGN UP.
Login with Google or Create a Free account.
Google Sign In: Simply click on Login with Google if

you have an account. Check Terms and Conditions.
7.
Creating a Infographic
(Shared through
Emaze)
8.
Ideas for Creating an

Infographic (Shared
through Google
Documents)
Creating an Account: Fill out the required information

such as: Username, email address and password. Check
Terms and Conditions.
Click on Infographic.
Review that there are templates provided.
Click on Create Your Own Infographic.
Review that creation is done in sections. You can
only work in 1 box at a time. Click on the title box.
Edit the title. Change the font size, style and color.
Add text boxes.
Add graphics. Click on icons, shapes, photos and
frames. Points out the all images are Copyright
Licensed through Piktochart.
Upload images or documents from the computer.
Add Background.
Add Icons.
Add Shapes and Pictures.
Click on Saved. Some items do automatically
save.
Publish the infographic. Click on Publish Now.
Copy the URL.
Show how students can turn in work through
Edmodo, Google Forms or simply posting the link.
Ask participants the share ideas for students or
teachers to create infographics through Piktochart.
9.
Practicing using
Piktochart
10.
Participants
Assessment
Resource Information
Workshop Survey
(Shared through
Google Form)
11.
12.
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Instruct participates to create an infographic
Instruct participates to follow instructions located
in the agenda.
Grade the participants according to the grading
rubric.
Review the resources used during the workshop
Instruct participants to complete workshop survey
create through Google Form.
Subject Matter Expert (SME)

I, Krisann Johnson, will act as the Subject Matter Expert for this instructional plan. My formal
education consists of an Associates degree in General Studies from South Georgia College and a
Bachelors degree from Georgia Southern University with a major in Family and Consumer
Science Education and minor in Child and Family Development. I am currently pursuing a
Masters degree in Instructional Technology from Georgia Southern University. Also, the SME
for the program instructional design will be evaluated by 2 Media Specialist in my school
district. Both have degrees in Media Special and work in school libraries in the Beaufort County
School district. One works at H.E. McCracken Middle School, and the other Bluffton Elementary
School. They have both seen and used infographics and Piktochart.
Part IV: Instructional Objectives

Terminal Objective 1: Create an infographic through Piktochart.
Enabling Objectives:
1A. To identify the steps of creating an infographic.
1B. To identify the use of an infographic.
1C. To identify the purpose of an infographic.
Terminal Objective 2: Navigate through Piktochart using the tools provided by the online
database.
2A. To develop a title for an infographic.
2B. To develop sections of an infographic.
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2C. To organize the structure of the infographic.
Terminal Objective 3: Create lessons implementing student-created infographics through
Piktochart.
2A. To research an appropriate lesson plan for students to create infographics.
2B. To develop an appropriate lesson plan for students to create infographics.
2C. To organize an appropriate lesson plan for students to create infographics.
Classification of Instructional Objectives:
Performance
Content
Fact
Concept
Principles
Procedure
Interpersonal
Attitude
Recall
1B
1C
2A, 3A
1,2,3
Application
1A
2B,3B, 2C, 3C
Relationship between Instructional Objectives and Standards:

Instructional Objectives
1, 2, 3
1, 2, 3
ISTE Standards
Facilitate and inspire student learning and
creativity- Teachers use their knowledge of
subject matter, teaching and learning, and
technology to facilitate experiences that
advance students learning, creativity, and
innovation in both face-to-face and virtual
environments.
Design and develop digital age learning
experiences and assessments- Teachers design,
develop, and evaluate authentic learning
experiences and assessments incorporating
contemporary tools and resources to maximize
content learning in context and to develop the
knowledge, skills, and attitudes identified in
Krisann Johnson 8
the Standards.
1
Promote and model digital citizenship and

responsibility- Teachers understand local and
global societal issues and responsibilities in an
evolving digital culture and exhibit legal and
ethical behavior in their professional practices.
Part V
Instructional
Strategies
Lesson 1:
Through discussion
and presentation,
participants will
discuss the purpose and
use of an infographic.
Presentation will be
shared through Emaze.
Participants will create
an account through
Piktochart.
Lesson 2:
Participants will
navigate through
Piktochart. Directions
will be presented
through Emaze. They
will develop a title for
an infographics and
organize the structure.
Participants will
display infographics
links to a Google
Form.
Lesson 3:
Through discussion,
participants will
develop an appropriate
lesson plans for
students to create
infographics. They will
research lessons
through a Google
search engine.
Participants will
display lesson plan
ideas to a Google
Document.
Goals
Objectives
UDL
Assessments
Create Piktochart
account and distinguish
the use and purpose of it.
Objective 1: Create an infographic

through Piktochart.
1A. To identify the steps of
creating an infographic.
1B. To identify the use of an
infographic.
1C. To identify the purpose of an
infographic.
Learners are given a choice to

respond to discussion board
which optimizes individual
responses and autonomy
(students will choose write
about thoughts of the use and
purpose of an infographic).
Formative
Assessment:
Learners will
create an account
and identify the
purpose and use
of an infographic
This assessment
will be graded
through a
checklist.
Navigate through
Piktochart using the tools
provided by the online
database.
Identify an appropriate
lesson plan for students
to create an infographic.
Objective 2: Navigate through

Piktochart using the tools provided
by the online database.
2A. To develop a title for an
infographic.
2B. To develop sections of an
infographic.
2C. To organize the structure of
the infographic.
Objective 3: Create lessons

implementing student-created
infographics through Piktochart.
2A. To research an appropriate
lesson plan for students to create
infographics.
2B. To develop an appropriate
infographics.
2C. To organize an appropriate
infographics.
Learners are given the

opportunity to work at own
pace by using technology
(students will read, listen, and
view the instructions).
respond which optimizes
individual choice and
autonomy (students will
choose write their title).

respond which optimizes
individual choice and
autonomy.
Formative
Assessment:
Learners will
display their first
completed
infographic. This
assessment will
be graded
through a rubric.
Formative
Assessment:
Learners will
display
appropriate
lesson plans for
students to create
infographics.
This assessment
will be graded
through a
checklist.
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The assessments that I have created are performance based assessments. Students will be able to
generate ideas and display desirable thoughts. They will view and read the instructions and be
able to perform it to the task. At the end of the unit, students should be able to demonstrate what
they have learned.
Lesson 1: Creating an Infographics through Piktochart
Objective 1: Create an infographic through Piktochart.
Assessment: Learners will create an account in Piktochart. This assessment will be graded
through a checklist. The checklist will check for the correct format of the Picktochart account.
For example, participants must create an account using their name displaying a professional
username.
UDL Principles: The checklist will provide differentiation in multiple means of expressions by
optimizing individual choice and autonomy. Multiple means of representations of instructions
will be given to learners in need. An online text and audio instructions will be permitted for
review. Learners may review and revisit any of these instructions at any time. Participants will
be able to take ownership in their assignment by given the opportunity to work at own pace.
Lesson 2: Forming an Infographic
Objective 2: Navigate through Piktochart using the tools provided by the online database.
Assessment: Learners will create a title and sections of an infographic. This assessment will be
graded through a rubric. The rubric will check for the correct format and mastery. Learners will
create a creative title, icons, text boxes, shapes and background pictures for their infographic..
The account will be accessible for peers and instructor. All links must be working.
UDL Principles: The rubric will provide differentiation in multiple means of expressions by
optimizing individual choice and autonomy. Participants will be able to display desirable
information and use creativity. Multiple means of representations of instructions will be given to
learners in need. An online text and audio instructions will be permitted for review. Learners may
Krisann Johnson 10
review and revisit any of these instructions at any time. Participants will be able to take
ownership in their assignment by given the opportunity to work at own pace.
Lesson 3: Applying Infographics
Objective 3: Create lessons implementing student-created infographics through Piktochart.
Assessment: Learners research and display lesson plan ideas. These ideas must apply studentscreated infographics. This assessment will be graded through a checklist. The checklist will
check for the correct applications.
UDL Principles: The checklist will provide differentiation in multiple means of expressions by
optimizing individual choice and autonomy. Multiple means of representations of instructions
will be given to learners in need. An online text and audio instructions will be permitted for
review. Learners may review and revisit any of these instructions at any time. Participants will
be able to take ownership in their assignment by given the opportunity to work at own pace.
Assessment Examples
Objective 1 Assessment:
Directions: Learners will be creating an infographic through Piktochart. Your final project will
consist of a full infographic. You will begin by creating an account with Piktochart.
1. Type in the web address for Piktochart: www.piktochart.com. Click on the Create an
Account Tab. Fill out the information:
Type your name
Type your email address
Create and type your password
Retype password
Read and check the terms and conditions
Click Create my account
2. You will log-in to Piktochart. First, you will type your email address. Next, type your
password. Check your cap lock and spelling. This will ensure you typing the correct
password. After typing password, click log-in.
Objective 1: Checklist
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Piktochart
Account
Created an account
with Piktochart. All
personal
information was
applied
professionally.
Piktochart
Account
Account was
accessible to peers
and instructor. All
links were visible
and working.
Created an account
with Piktochart.
Some of the
personal
information was not
accurate or
professionally
presented.
Account was
accessible to peers
and instructor. Links
were not working
well.
Directions: Learners will create an infographic.
1. Select Create a new Infographic.
Click Create
Click on the first block
Click on title box
o Edit the Title
o Change the font
o Change the style
o Change the color
Add text boxes
Change background
2. Click on the second block
Change background
Add icons
Add pictures
Add shapes
3. Publish Infographic
Click Saved
Click Publish Now
Copy URL
Post URL to a Google Form
4. Log out when finished
Click Log out
Created an account
with Piktochart.
Did not create an

account with
Piktochart.
Account was
accessible to peers
and instructor.
Account was not

accessible to peers
and instructor.
Krisann Johnson 12
This is the final part of this project. Check to see if you displayed everything correctly. This
assessment will be graded through a rubric. The rubric will check for accuracy of the appropriate
format. All information must be readable and accessible. The account must be accessible for
peers and instructor to review.
Objective 2: Rubric
Participation
Displayed creative
infographic
Displayed
infographic
Displayed
infographic is
missing 1 element
Infographic
Wall was well

organized and
colorful. All pictures
and wording were
related.
Account was
accessible to peers
and instructor. All
links were visible
and working.
Wall was organized.

Displayed pictures.
Wall was organized.
Account was
accessible to peers
were not working
well.
Account was
accessible to peers
and instructor.
Piktochart
Account
Displayed
infographic is
missing 2 or more
elements
Wall was not
organized.
Account was not

accessible to peers
and instructor.
Directions: Learners research and display lesson plan ideas. These ideas must apply studentscreated infographics. This assessment will be graded through a checklist. The checklist will
Objective 3: Checklist
Lesson Plan
Displayed a creative
appropriate lesson
plan idea where
students create
infographics.
Displayed an
appropriate lesson
plan idea where
students create
infographics.
Displayed a lesson
plan idea.
Did not displayed

appropriate lesson
plan idea where
students create
infographics.
Created an account
with Piktochart.
Some of the
personal
information was not
accurate or
professionally
Created an account
with Piktochart.
Did not create an

account with
Piktochart.
Complete Checklist Assessment

Piktochart
Account
Created an account
with Piktochart. All
personal
information was
applied
professionally.
Krisann Johnson 13
Account was
accessible to peers
and instructor. All
links were visible
and working.
Displayed creative
infographic
Piktochart
Account
Participation
Wall was well

organized and
colorful. All pictures
and wording were
related.
Account was
accessible to peers
and instructor. All
links were visible
and working.
Displayed a creative
appropriate lesson
plan idea where
students create
infographics.
Infographic
Piktochart
Account
Lesson Plan
presented.
Account was
accessible to peers
were not working
well.
Displayed
infographic
Account was
accessible to peers
and instructor.
Account was not

accessible to peers
and instructor.
Displayed
infographic is
missing 1 element
Displayed
infographic is
missing 2 or more
elements
Wall was not
organized.
Wall was organized.

Displayed pictures.
Wall was organized.
Account was
accessible to peers
were not working
well.
Displayed an
appropriate lesson
plan idea where
students create
infographics.
Account was
accessible to peers
and instructor.
Account was not

accessible to peers
and instructor.
Displayed a lesson
plan idea.
Did not displayed

appropriate lesson
plan idea where
students create
infographics.
Part VI
Instructional Sequence
Sequenc
e
1
Description
1
2
2
3
Introduction of infographics made through Piktochart and how it will

benefits teachers and students.
Presentation through Emaze of students examples.
Step-by-step Emaze presentation of the operations of Piktochart.
Permit teachers to practice creating an infographic through Piktochart.
Create lessons implementing student-created infographics through
Piktochart.
Conclude with a presentation evaluation.
Objectiv
e
1
1
2
2
3
3
This sequence builds on a task expertise order. The participants will advance through the
instructions as the instructional designer plans in their building. This sequence allows
participants to have opportunities to examine the formations of recipes and define techniques for
cooking. The tasks will be complete in a procedural manner. Participants will have opportunities
for examining and evaluating their infographics through readings and discussions. Lastly,
Krisann Johnson 14
learners will have the opportunity to self-generate activities. By completing the activities at own
pace, they will be able to advance when they have completed mastery.
Lesson 1: Creating an Infographics through Piktochart
Objective 1: Create an infographic through Piktochart.
Assessment: Learners will create an account in Piktochart. This assessment will be graded
through a checklist. The checklist will check for the correct format of the Picktochart account.
For example, participants must create an account using their name displaying a professional
username.
Initial Presentation: Have the class identify the need for increasing writing in the classroom.
Learners will describe how infographics can provide opportunities to increase writing. Learners
will work individually and complete the discussions. Instruct the student to start an online
discuss wall circulating the topic of the goal and purpose of an infographic.
UDL: Learners are given a choice to respond to discussion board which optimizes individual
responses and autonomy (Morrison, Ross, Kalman & Kemp, 2013).
Motivational Strategy: This activity would be complete through a discussion board. Ask the
students to think about how the internet could help them organize students activities.
Generative Strategy: Students will generate goals and reasons for creating an infographics. Their
goals will be created from prior knowledge and experiences. They will receive feedback by
comparing their answers to other participants and expert responses.
Lesson 2: Forming an Infographic
Objective 2: Navigate through Piktochart using the tools provided by the online database.
Assessment: Learners will create a title and sections of an infographic. This assessment will be
graded through a rubric. The rubric will check for the correct format and mastery. Learners will
Krisann Johnson 15
create a creative title, icons, text boxes, shapes and background pictures for their infographic.
The account will be accessible for peers and instructor. All links must be working.
Initial Presentation: The learners will work individually while creating their infographics. Allow
the students to download necessary instructions and requirement forms from the instructor
postings. Have the students access an account through Piktochart or create a new account if
needed.
UDL: Learners are given the opportunity to work at own pace and use technology tools by
choice (Kerr, 2011).
Generative Strategy: Learners will receive feedback by comparing their answers to the screencast
and viewing the teachers comments.
Lesson 3: Applying Infographics
Objective 3: Create lessons implementing student-created infographics through Piktochart.
Assessment: Learners research and display lesson plan ideas. These ideas must apply studentscreated infographics. This assessment will be graded through a checklist. The checklist will
Initial Strategy: Instruct participants research lesson plans where students create infographics.
Instruct them to post each idea to a Google Doc.
UDL: Learners are given the opportunity to work at own pace and use technology tools by
choice (Fadde, 2007).
Generative Strategy: Learners will review their lesson plan postings and compare it. Second,
participants will be able to view their peers accounts and make a constructive comment.
Reference List
Fadde, P. (2007). Instructional design for advanced learners: training recognition skills to hasten
expertise. Association for Educational Communications and Technology, 359-376.
Kerr, S. (2011). Tips, tools, and techniques for teaching in the online high school classroom.
TechTrends, 55(1), 28-30.
Krisann Johnson 16
Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2013). Designing effective instruction. (7 ed.).
Hoboken, NJ: John Wiley & Sons Inc.
Part VII
The learners and subject matter expert will have a chance to assess the instructional designer and
design. The formative evaluation will be conducted and collected through an online course
evaluation. Students complete the survey in a multiple choice and short answer format. The SME
will complete an online module answering interview questions. The SME will serve as the
evaluator on the content and format. The SME for this assignment will be a co-worker in the
same school district as me. They serve as a Media Specialist H.E. McCracken Middle School.
All participants will examine each instruction and allow suggestions for improvement.
Learners Formative Evaluation
Date:
(Student) Course Title and Grade:
How long have you been teaching in this school?
o 1 year or less
o 1-3 years
o 3-5 years
o 6-10 years
o 11 years or longer
Will creating infographics help students in their writing?
o Significantly better
o Somewhat better
o About the same
o Worse
o Significantly worse
How did you find the assignment?
o Very interesting
o Somewhat interesting
o Fairly interesting
o Not very interesting
o Boring
Was the course easy to follow?
o Extremely easy
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o
o
o
o
Very easy
Fairly easy
Not too hard
Very hard
What the course challenging?

o Extremely easy
o Very easy
o Fairly easy
o Not too hard
o Very hard
Did you always know what to do?
o Very clear
o Somewhat clear
o Fairly clear
o Not very clear
o Confusing
Would you recommend the course to someone else?
o Yes
o No
What would you change?
What did you like?
SME Formative Evaluation

Date:
What is your current job title?
1. After reviewing the course, do you think the learners are provided with all the
necessary content to complete the assignments successfully?
2. Is there any information not included that you feel is important to contain in the
course? If yes, please explain.
Krisann Johnson 18
3. Do you think the content is appropriate for the target learners? If no, please explain.
4. Do you think the objectives are met by the content provided? If no, please explain.
5. Do you think the assessments are relevant to the content information? If no, please
explain.
6. Do you think the UDL principles were followed appropriately? If no, explain.
7. Is there anything that you think would make this module better? If yes, please
explain.
The review of the learners and SME is based upon performance and instructional design of the
objectives, content, and assignments throughout the lessons. Based on results from the survey,
comments and concerns were captured and noted on the master design instructions. As the
instructional designer, I will collect all these notes and form a personal evaluation to improve
future instructions. I will look at the data using qualitative analysis to see what the impressions
of the students and the SME have of the program. Reviewing the responses will allow me to
analyze strengths and weaknesses of instructions. Based on these findings, I would change and
strengthen the designated instructions. I will read and review the comments from the students
and SME considering any suggests that were made for future instructions.

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Krisann Johnson 1

Online Staff Development Workshop

Teachers will be able to create an infographic through Piktochart.

Teachers will be able to create lessons implementing student-created infographics

Be able to navigate software databases

Be able to access the internet

Be able to send email with attachments

Be able to open links

Confusing non-accredited information obtained from the internet as factual

Not using the internet resources correctly

Incomplete writing and incorrect grammar usage

Not effectively organizing work materials

One has to have intermediate skills in technology to maintain a web page

Attitudes Towards Content

Procedural Analysis: Workshop Agenda

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Ideas for Creating an

Creating an Account: Fill out the required information

Subject Matter Expert (SME)

Part IV: Instructional Objectives

Relationship between Instructional Objectives and Standards:

Promote and model digital citizenship and

Objective 1: Create an infographic

Learners are given a choice to

Objective 2: Navigate through

Objective 3: Create lessons

Learners are given the

Learners are given a choice to

2. Click on the second block

Did not create an

Account was not

Wall was well

Wall was organized.

Wall was organized.

Account was not

Did not displayed

Did not create an

Complete Checklist Assessment

Wall was well

Account was not

Wall was organized.

Wall was organized.

Account was not

Did not displayed

Introduction of infographics made through Piktochart and how it will

What the course challenging?

What did you like?

SME Formative Evaluation

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