Professional Documents
Culture Documents
General Audience
The primary audience is comprised of both male and female certified educators, of all ages and
experience levels. The primary audience teaches students in grades 6-8 (ages of the students
vary from 10-14). Educators in the audience come from different backgrounds before entering
the education world and teach a variety of subjects daily. All educators within the Hall County
School District with direct instruction to students will receive training.
Problem Identification
The HCSD (Hall County School District) has implemented a new tool for all faculty and students
beginning the 2013-2014 school year. Faculty and students now have access to Google Drive,
including Google Apps and Google Docs.
Google Drive allows educators to save documents in a cloud-based system enabling access from
multiple locations. With this new tool faculty can collaborate on lessons with each other and
collaborate with students on assignments completely online. Google Drive can be accessed at
school and at home.
As this new tool is being introduced to faculty and students, it is important for faculty to be
trained on why and how it is a useful tool along with how to manage files using Google Drive.
Educators may not be open to a change in the procedures they have previously been accustomed
to using. Educators have been instructing students to e-mail assignments to them. Google Drive
training will allow educators to see how easy and useful using this tool can be for them along
with their students when collaborating on projects that are saved or in real time.
Instructional Goals
Users will be able to successfully log into Google Drive.
Users will be able to navigate through Google Drive to access Apps and Documents
Users will be able to create Google Docs or upload documents to share
Introduction:
The targeted groups of learners are 6th-8th grade teachers at Da Vinci Academy in Gainesville,
Georgia. There are 13 female teachers and 4 male teachers within this school. The group is
comprised of 15 Caucasians, 1 Hispanic, and 1 Asian. Educators in this group come from
different backgrounds including the military and engineering before entering the education world
and they teach a variety of subjects daily. The age ranges of educators at this school are from the
early 30s to 50s. Educators have been at the school for 2 or more years. A small group of these
educators founded and started this school. Information regarding the educators was determined
after educator interviews and observations.
Educators have no prior knowledge of Google Drive as this is the first year it has been
implemented in the district. This information was obtained by observations of the learners.
Group Characteristics:
The school is located in a rural area of South Hall County. This community is growing rapidly,
although there are only approximately 200 students in grades 6-8 at this school. This school is a
Program of Choice school. Teachers at this school are very much open to learning new things
and growing in their ability to teach and reach their students.
learning specialists for the HCSD on Google Drive. All media personnel were required to attend
training in order to become Subject Matter Experts within the schools.
What is Google Drive?
Google drive is a cloud based system that enables access from multiple locations. Google Drive
is the International standard for viewing, sharing and collaborating in real time while creating a
document, spreadsheet or any apps available in Google Drive.
How do you access your Google Account?
1. Go to the Connect icon on your desktop or type in connect.hallco.org
2. Enter in your Hall County username (student number) and password. Ex. Rebecca.west
(Do not include @hallco.org)
3. Once you have logged in then you will be at the Connect platform. Click on HallConnect.
4. Once inside HallConnect, you will see the Google Drive icon
From home or when you cant get to HallConnect
a. Go to www.google.com and click on drive on the black bar at the top of the page.
Login there with hallco.org credentials (name or student number @hallco.org), but
Google will redirect you to connect.hallco.org to sign in there.
5. Students and teachers have 30 GB of storage for all external file types (Word, Excel, PPT,
PDF, etc.), but you will have unlimited storage for Google file types (Docs, Presentation,
Spreadsheet, etc.) This is topic analysis.
6. Click on the Create button to Create Documents, Presentations, Spreadsheets, etc. Name
untitled documents. All work is automatically saved.
7. You can share documents and other work with others for them to view or to collaborate in
real time.
8. To share a document, click on the Share button.
9. You can copy the link to share with others to view or you can invite people by adding
their email addresses. This will give them permission to make changes to your document.
7. Students will rename the copy and then it will be saved in their drive.
8. The copy will be in their drive and from there they can begin editing.
9. After they have edited their copy they will need to share it again with the teacher
10. Making a copy detaches from the original and becomes a new document.
Students Sharing Documents with the Teacher
1. Students will create a document.
2. When students are ready to share they will click on SHARE. (I suggest that students
share with the teacher from the beginning, so that teachers have the option to monitor the
work while its being produced)
3. When students share, they will need to type in the teachers email.
4. After they have typed it in, the teacher can choose if the students should send an email or
if unchecked it will just be sent to the teachers shared with me folder
5. Teachers will receive an email from the student or they can look at the documents in their
own Drive under the Shared with me tab
How to View Students Revision History and Collaboration
1. Go into the students document
2. Click on All Changes Saved in Drive or Last Edit that is in the top middle of the
screen.
3. After clicking on this the revision history will show up on the right side.
4. Click on show more detailed revision.
5. From there you should be able to see everyones input.
6. If you click on one of the revisions, each persons work shows up in the color that is
listed and what was completed in the document at that time.
7. You can also look through each revision to see what students have done within the
document to monitor progress and productivity.
8. This is a great way to see what each student has added to a group project.
Performance
Recall
1
1A
1B
4A
Interpersonal
Attitude
Application
3B, 3C
2, 2A, 2B, 2C, 3, 3A, 4, 4B,
4C
1C
Goals
Objectives
UDL
As
Accesses Google
drive and
becomes familiar
with why it
should be used
and how it can
used successfully
Objective 1: To define
Google Drive
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Multiple Means of
engagement.
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Lesson 2:
The learner will use
screen shots of
their individual
drives to show how
they created
folders within their
drive. Students
can e-mail the
instructor or share
how they chose to
set up their Google
drive using a web
2.0 tool of their
choice.
Learners will be
able to set up
folders and
manage how
they arrange the
desktop of
Google drive.
Lesson 3:
The learner will
navigate through
the Google drive
and experiment
with creating
Google documents,
using the apps
available and
sharing
documents.
Creates
documents from
within the
Google drive and
is able to share
documents with
other individuals.
drive
5C: To choose how to
access Google drive
Objective 2: To set up
the Google drive
2A: To prepare folders
within Google drive.
2B: To arrange
documents/pictures
2C: To manage folders
that will be created
within Google drive
Objective 4: To create
Google documents
4A: To locate
documents to upload to
share
4B: To prepare Google
documents from the
Google drive
4C: To share Google
documents
Objective 3: To
navigate through
Google drive
3A: To experiment with
Google Apps and
documents
3B: To determine how
Google drive can be
used
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Lesson 1 Assessment:
True/False
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Lesson 2 Checklist
Here is a checklist for screen shots or a web 2.0 tool that was used to show how folders are
created within Google drive.
__________ Screen shots are included that show where to click to add a folder.
___________ Screen shot is included that shows a folder or folders listed on the Google drive
__________ Information was presented in a web 2.0 tool of the learners choice, Url:
Example completed:
Here is a checklist for screen shots or a web 2.0 tool that was used to show how folders are
created within Google drive.
__________ Screen shots are included that show where to click to add a folder.
___________ Screen shot is included that shows a folder or folders listed on the Google drive
__________ Information was presented in a web 2.0 tool of the learners choice, URL:
http://www.powtoon.com/p/eTy17c53hSJ/
Lesson 3 Checklist
In this assessment you will create a document within Google drive and share it with the
instructor. The document should include the following items:
_____________ Title
____________ Image
Rebecca West
Description
To define Google Drive
The learner will demonstrate how to log onto Google
Drive
To set up the Google Drive
To create Google documents
To navigate through Google Drive
Objective
1
5
2
4
3
This sequence builds on concepts in a learning world related order. The learner will proceed
throughout the instruction based on the level of interest of each lesson. This is a recommended
sequence but the learner can choose which lessons to access at any point. The sequence was set
up as a spatial sequencing for learners to follow the order of lessons. This sequence was chosen
to help learners get all the required information for learning about Google drive based on the
information that the learners are novices and are training to become experts in the area of Google
Drive information and uses.
UDL- A link for a video on an overview of Google Drive would be included for the
learner to be able to hear and see exactly what Google Drive is. (Multiple means of
engagement)
Generative Strategy- Educators will have a form that they will fill out in which they will list
things they would like to learn about Google drive during this time.
UDL- Information can be typed and will be added as an audio clip.(Multiple means of
engagement)
Generative Strategy- Educators will log on and access their Google drive, practicing using both
ways to access the drive.
UDL- Educators will have a cheat sheet walking them through the logging on process.
(Multiple means of engagement)
Initial Presentation: Screenshot of the home screen that educators will see as soon as they have
logged on and a screen shot that highlights the create folder button.
UDL-Audio clip can be added describing what they should see and walking then step by
step through the process of creating folders. The learner can pause the audio at any time.
(Multiple means of expression)
Generative Strategy: Educators will add folders and organize them per class, for example: 1st
ELA, 2nd ELA, and 3rd ELA and so on to prepare for using Google documents.
UDL- screen shots of all the steps on how to create and organize folders. (Multiple means
of expression)
Initial Presentation: Have a list of items that educators will create using Google drive and
examples of items that can be added to Google drive for easier access.
UDL-Educators can choose what they create and how. (Multiple means of expression)
Generative Strategy- Have educators create a plot diagram as listed on the sheet for examples of
items to create. As educators create the items they can check them off the checklist. On
checklist have at least (2) items that educators will want to upload and share with someone.
Educators should share the plot diagram with the Instructional Designer to show they know how
to create and share documents.
UDL- Screen shots and audio clips can be added to walk educators through how to create
a document and share it. (Multiple means of expression)
Initial Presentation: Educators will see a screen appear that says, How will you use Google
Drive? A slideshow showing how Google Drive can be used and a screen shot to show how to
get to Google apps.
UDL- Audio clip can be added asking the educators how they will use Google Drive,
explaining where to locate Google apps and giving examples of how Google Drive can be
used. (Multiple means of expression)
Generative Strategy- Have educators list ways, on previously provided sheet, they would like to
use Google drive. Educators will search through the different apps and document types they
have access to. Educators will add apps to their Google drive that they can use at any time as
they will be saved and listed under the apps tab on their Google drive.
UDL- Educators can use note pad or One Note to make the list of ways they would like to
use Google drive, a screen shot of the apps available can be added. (Multiple means of
expression)
References:
Anderman, E. M., & Dawson, H. (2011). Learning with motivation. In R. E. Mayer & P.
A.Alexander (Eds.), Handbook of research on learning and instruction (pp. 219241). New
York:Routledge.
Carter, C. (2012). Instructional audio guidelines: four design principles to consider for every
instructional audio design effort. Techtrends: Linking Research & Practice to Improve Learning,
56(6), 54-58. doi:10.1007/s11528-012-0615-z
DiPietro, M. (2010). Virtual school pedagogy: the instructional practices of K-12 virtual school
teachers. Journal of Educational Computing Research, 42(3), 327-354.
Hamdani, M., Gharbaghi, A., & Sharifuddin, R. T. (2011). Instructional design approaches, types
and trends: a foundation for postmodernism instructional design. Australian Journal of Basic &
Applied Sciences, 5(8), 1-7.
Hilbert, T. S., Renkl, A. A., Schworm, S. S., Kessler, S. S., & Reiss, K. K. (2008). Learning to
teach with worked-out examples: a computer-based learning environment for teachers. Journal
of Computer Assisted Learning, 24(4), 316-332. doi:10.1111/j.1365-2729.2007.00266.x
Kerr, S. (2011). Tips, tools, and techniques for teaching in the online high school classroom.
Techtrends: Linking Research & Practice to Improve Learning, 55(1), 28-31.
Morra, T. & Reynolds, J. (2013). Universal design for learning: application for technologyenhanced learning. The Journal of the Virginia Community Colleges, 43-51.
Rao, K. & Tanners, A. ( ). Curb cuts in cyberspace: universal instructional design for online
courses. Journal of Postsecondary Education and Disability, 24(3), 211-229.
Goals
Objectives
UDL
As
Strategies
Lesson 1:
After learning what
Google drive is by
watching videos
and audio the
learner will answer
questions to show
understanding of
what Google Drive
is.
Accesses Google
drive and
becomes familiar
with why it
should be used
and how it can
used successfully
Objective 1: To define
Google Drive
1A: To identify Google
drive as a cloud based
system.
1B: To describe the uses
of the Google drive
1C: Participates in
learning what Google
Drive is.
Lesson 2:
The learner will use
screen shots of
their individual
drives to show how
they created
folders within their
drive. Students
can e-mail the
instructor or share
how they chose to
set up their Google
drive using a web
2.0 tool of their
choice.
Learners will be
able to set up
folders and
manage how
they arrange the
desktop of
Google drive.
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Lesson 3:
The learner will
navigate through
the Google drive
and experiment
with creating
Google documents,
using the apps
available and
sharing
documents.
The learner will
create a document
using Microsoft
word or Google
docs and will then
share it with the
instructor through
Google drive.
Creates
documents from
within the
Google drive and
is able to share
documents with
other individuals.
Objective 4: To create
Google documents
4A: To locate
documents to upload to
share
4B: To prepare Google
documents from the
Google drive
4C: To share Google
documents
Objective 3: To
navigate through
Google drive
I would use a survey to collect learner feedback of the online module. The survey would be done
completely online through a survey website. The survey would be used to ask learners how user
friendly the online module was in teaching the task and helping them to complete tasks. It would
also ask for suggestions of changes in the program or any changes they would make. I would
ask a SME that has been through the County training to review the online module and provide
feedback through the survey also.
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Once the survey results have been returned I would go through each survey to see what the
consensus is for each item asked. For any item(s) where the majority thought there should be a
change I would evaluate that part of the module for changes that can be made that would provide
better results in the outcome. I would also look at all suggestions that are made to evaluate any
changes that should be made in the learning module.
________________ This module was efficiently timed and did not take too much time to
complete.