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Prepared By: Khaldoon Abdalhadi

ID No. : 122100002

School of e-Education Graduate Program

Spring 2012

Principles of Instructional Design 210PID105

Training Module for English Department Teachers at Sheikh Sultan Bin Saqar

governmental school in Sharjah

Supervised by: Dr. Khadeegha

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Preface

The instructional Problem

Among other schools in Sharjah Educational Zone, Sheikh Sultan Bin Saqar School received a formal letter from

Sharjah Educational Council asking for educational projects (proposals) by the school and their teachers targeting

students’ needs and within the general framework of enhancing learning outcomes.

The project I submitted through my school to Sharjah Educational Council days ago emphasized on shifting from

traditional Face-Face instruction delivery towards E-class. But traditional instruction shall remain due to certain

restrictions imposed. The E-class shall be an addition to the educational process which will assist students of

grades 6-9 to learn outside school walls and after school time restrictions anytime and anywhere.

The project posed a challenge that all English language teachers need to undertake an intensive training

workshops conducted just before the implementation phase of the E-class project.

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Instructional Design Model used

I have decided to use the KEMP model of instructional design because as Dr. Siribaddana has mentioned in 2009,

“...the ‘kemp model’ in Instructional Designing, has

broken the shackles of confinement and inter-

dependability and thus gave the designers the much

needed freedom in designing an effective instructional

process”.

The model can be explained by looking at the diagram

on the right. And as shown in the diagram there are

nine steps, they are:

Problem identification

Target group identification and analysis

Analyze the tasks ahead

Defining the instructional objectives

Sequencing the content

Determine the instructional strategies

Design the instructional material or the instructional message

Deliver the instructions

Develop the evaluation process for instructional objectives

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Learners’ Characteristics /Targeted Population

The training module is designed for English language teachers. There are four of them at the school. They all hold

Bachelor degree in their discipline with expertise ranging from 15-23 years. They are all computer literate, their

mastery level using the computer is varied, but their readiness to learn and enthusiasm is encouraging.

Delivery

The workshops (Training) will be conducted in a fully equipped lab. There will be a data show, internet

connection, personal computers. The instructor will use CBT instruction method or the information shall be

delivered through the data show to the learners.

Financial Cost

The workshop will not cost anything since the instructor has voluntarily prepared the material and is ready to

give the workshops free of charge to his peer teachers. The equipments are freely provided by the school too.

Planning the Curriculum Framework

The training module aims to train the teachers how to:

1-Create quizzes using HOTPOTATO.

2-Conduct online quizzes using Classmarker.

3-Create an E-Class using Schoology.

The table in the following page contains the modules intended to be given to the teachers in workshops and the

time frame needed to execute each module. It also contains evaluation tools for each module besides supporting

material and objectives of each module.

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Module Length Objectives

Evaluation

Tool

Supporting Material

1 Using Hotpotato

6 hours

(an hour a

day)

To create test

or quizzes

Creating quizzes

using the

program

Handout or link to download manual

http://hotpot.uvic.ca/hotpot6_help.pdf

2

Familiarization

with

Classmarker

4 hours

(an hour a

day)

-To create

test or quizzes

-To prepare an

online exam.

Uploading o

online quizzes

creation

Classmarker.com

3

Familiarization

with Schoology

10 hours

sessions -

(an hour a

day)

-To create

tests.

-To create an

E-Class.

Creating an E-

class with all

related material

with pilot testing

with real class

students

Schoology.com

Table (1)

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Task Analysis

As mentioned earlier, English language teachers at Sheikh Sultan Bin Saqar School which is a governmental

school in Sharjah are expected to undertake training workshops prior to the start of launching E-Class initiative

(Project) in school.

The modules shall be given consequently starting with Hotpotato module which will be given in a six hours

workshop distributed on six days. Then teachers will be introduced to Classmarker in a 4 hours workshop which

will be distributed on four days. Finally the teachers will be introduced to Schoology and they will be trained on

using the website, creating an E-class, Importing documents from Goggle Docs or their personal computers and

the will also be trained on how to create tests by the tools available at the site itself .The module will be given in a

10 hours workshops distributed on 10 days.

During and by the end of each module there will be formative and summative evaluation process to measure

teachers’ understanding and mastery level of the content delivered.

Modules Description

1) Hot Potatoes

It is free software used to create interactive exercises which includes six applications. The program is totally free of

charge and easy to use. It needs some training to master creating the exercises. It is a handy tool to create

interactive content useful for E-class and online learning. The following table shows the contents of the program.

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JQuiz (question-based exercises) JCloze (gap fill exercises(

JMatch (matching exercises( JMix (jumble exercises)

JCross (crosswords) The Masher (building linked units of material).

The following explanatory material is taken from the software website.

JQUIZ

JQuiz is a tool for making question-based exercises. Each quiz can consist of an unlimited number of questions.

There are four basic question types:

Multiple-choice

questions

The student chooses an answer by clicking on a button. If the answer is correct, the button caption will

change to a smiley face :-), and if it's wrong, it will change to an X

Short-answer

questions

In short-answer questions, the students has to type the answer into a text box on the page, and press a

Check button to see if it is correct. The page will try to match the student's answer to a list of correct or

incorrect answers you have defined. If a match is found, the feedback for that answer will be shown

A hybrid question In this type of question, the student is first presented with a text box and asked to type the answer.

A multi-select

question

The student is asked to select several of a specific set of items. The idea here is that the student must select

all the correct items, and not select all the wrong items. This type of question might take the format

"Which of the following are nouns?", followed by a list of words

Table (3).Source: http://hotpot.uvic.ca

Table(2) Source: : http://hotpot.uvic.ca

Supporting Material: http://hotpot.uvic.ca/wintutor6/jquiz1.htm

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JCloze (gap fill exercises)

JCloze is used to make gap-fill or cloze exercises. The idea of a gap-fill exercise is that the student completes all

the answers before checking; in other words, it's a holistic exercise. When all the answers have been entered, the

student presses the check button to mark the answers. Correct answers will be inserted into the text; any incorrect

answers will be left in textboxes, so that they can be corrected. When the student checks an answer that is not

completely correct, a penalty is incurred, so the score depends on the number of checks required before the

answer is completely correct.

Supporting Material: http://hotpot.uvic.ca/wintutor6/jcloze1.htm

JMatch (matching exercises)

JMatch is used to create matching exercises. Basically, this means that a list of items appears on one side, and each

one must be matched up to an item on the other side.

JMatch output comes in two types: standard and drag-drop. The standard output uses a drop-down list of items

on the right. This is the format to use when you have more than seven or eight items, and the items on the right

are only text; if you have only a few items, and especially if the items are graphics, you may want to use the drag-

drop format (see this example). Don't use the drag-drop format if you have more than eight items, because

scrolling on the page will make dragging and dropping difficult.

To make a JMatch exercise, enter each pair of items on the same line, as in the picture below. When you export to

create the Web page, the program will shuffle the items on the right for you.

Supporting Material: 1-http://hotpot.uvic.ca/wintutor6/jmatch1.htm

2-http://hotpot.uvic.ca/wintutor6/jmatch2.htm

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JMix (jumbled sentence or jumbled word exercises)

JMix is used to make jumble exercises. You can jumble the words in a sentence, or the letters in a word. Like

JMatch, JMix has two output formats: standard, and drag-drop. For examples, see this standard exercise and this

drag-drop exercise.

Supporting Material: 1-http://hotpot.uvic.ca/wintutor6/jmix1.htm

2-http://hotpot.uvic.ca/wintutor6/jmix2.htm

JCross (crosswords)

JCross is used to make crossword exercises. There are two steps to making an exercise: first enter your letters in the

grid, and then add the clues. To enter letters in the grid, click on a square and type a letter.

Supporting Material: http://hotpot.uvic.ca/wintutor6/tutorial.htm?___q;0;

The Masher (building linked units of material)

The Masher is a different kind of application from the others in the Hot Potatoes suite. It's intended to help you

make larger units of materials, linked together. The Masher is used to upload files which are not Hot Potatoes

exercises to the www.hotpotatoes.net server.

Supporting Material: http://hotpot.uvic.ca/wintutor6/mashertutorial.htm

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Formative Evaluation

Teachers will be asked on daily basis to produce sample exercises matching the new expertise that was introduced.

The program can be downloaded from http://hotpot.uvic.ca/. The

2) Class Marker

Even as a free user, the website has many features that enables one to create many forms of exercises or tests:

(Multiple choice tests, Free text, Punctuation, Essay, True/false) tests which can be stored to the website online question bank.

An instructor (teacher) can invite users (learners) in many ways:

1-Send them registration codes to create their own accounts

2-Create their (user names/passwords) and send them through.

The website also allows you to benefit from some interesting features, for example:

1- Assign a certain amount of time for a specific test.

2- Assign your test to be shown on a certain date at a certain hour or to make it available 24/24 hrs a day.

3- Check the results by an individual user or by all group members you previously created.

4- Print a full result report for all users or for an individual user. You also can check the results and the amount of time

spent taking the test. Also it shows those questions that were answered wrongly.

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Using the website is so easy .After registering as an instructor and validating your account you are allowed to create tests, add

learners who will undertake the test then you have to assign the test and when the test is taken by your group of learners the

results show to you either per learner or for the whole group of learners.

Formative Evaluation

Teachers are asked to create and assign tests for themselves as a small sample to practice using the website.

3) Schoology

This is totally free LMS provided for instructors. With Schoology, educators can posting assignments,

quizzes and links to additional resources or conduct online courses, provide one-on-one remediation, or

hosting discussions. It also connects students and parents to educators and learning resources anytime,

anywhere in a safe, secure online environment. (Source: Schoology.com).

The website provides the following features to its users:

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Table (4).Source: Schoology.com

A very useful feature is that the website gives you the opportunity to import questions from:

Google Docs Khan Academy

Blackboard Moodle

Examview

Table (5) .Source: Schoology.com

Learning Management System (LMS) 100% Cloud-based Service

Social Networking Interface Customized Look and Feel

Organizable Lessons & Course Pages Authentication (SSO)

Threaded Discussions Content Migration & Imports

Google Apps Integration Micro-Blogging

Administrative Tools Groups/Learning Communities

User Creation & Course Enrollments Instructional Tools

Custom Roles, Permissions, Settings

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You can also engage the students

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Sharing Materials

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Even when you need other tools to help you create quizzes and tests this is your sanctuary:

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It also provide analytical tool to measure students activity

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Formative EVALUATION

Teachers are asked to:

Create an account at the website.

Create or import quizzes, tests or exercises.

Practice attending as learners at each other’s E-Classes to measure it validity.

Summative Evaluation

The teachers are asked to:

1- Design a set of tests designed by Hotpotato and uploaded to both Classmarker and Schoology.

2-Create a class; assign tests, assignments, and course material.

3-Test their final product by choosing real class students and ask them to be part of the project and check the

results in a sense of its validity ,usefulness and ability to accept E-Class learning.

Supporting Service provided by the modules instructor

1-Has to keep a close eye on final products created by the teachers and make sure that the steps are

implemented properly by the teachers.

2-Be ready to advise and guide whenever needed.

3-Adjust and add any new suitable material needed for the training modules.

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References

- www.Classmarker.com

- Dr.Siribaddana, Pandula. 2009. Instructional Designing: The Kemp model. [ONLINE] Available at:

http://www.helium.com/items/1682282-what-is-kemp-model-or-mrk-model-or-instructional-design-

model-kemp. [Accessed 08 March 12].

- http://hotpot.uvic.ca/

- www.schoology.com