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Part 1: Identification of Learning Problem

General Audience

The primary audience consists of certified teachers of all ages, experience levels, and subject areas withthe Newton County School System (NCSS). The primary audience teaches or provides supportive

educational services to students in grades K-12. Every member of the primary audience holds theposition of Technology Teacher Leader or is a member of their schools Technology Teacher Support

Team.

Problem Identification

The Newton County School System uses an online classroom management system called My BigCampus. This system is similar to familiar sites like ELearn, Moodle, and Edmodo. NCSS purchased a

license to use My Big Campus about 3 years ago; however less than 20% of our teachers are using it ona regular basis. Most teachers use the site for resource storage by posting links, videos, and other files.

Many teachers have never created a lesson through the site. Members of the Technology TeacherLeaders Leadership Team believe that this is due to several factors including the lack of time but more

importantly, the lack of professional development.

My Big Campus offers an interactive online experience that will help prepare students for the growingnumber of online courses offered in secondary education. Teachers can use discussion posts, blogging,

chat, bundles, and online assignments through the My Big Campus interface. Students will adjust easilyto the My Big Campus interface due to its similarities with social media sites like Facebook.

In order to help our students achieve success in todays higher education setting, teachers will need to be

well-versed with My Big Campus. Not only should they be educated in the use of My Big Campus butalso with developing quality lessons that include research based instructional strategies embedded with

technology. Through the professional development training being put together here, the teachers will geta better understanding of how My Big Campus makes grading easier and how the Schoolwork feature

allows the teacher to follow the students mastery of standards.

Instructional Goals

At the end of this training, the teachers will be able to:

Navigate My Big Campus

Create a group for the students to access

Create an assignment using a variety of question types

Link the assignment to the appropriate standards

Upload their Schoolwork for other teachers to access

Part 2: Learner Analysis

Introduction

The targeted group of learners is the Technology Teacher Leaders (TTLs) of the Newton County SchoolSystem in Covington, Georgia. Ages for these adult learners range from mid-20s to early 60s. There

are 5 male teachers and 25 female teachers. The TTLs are comprised of 23 Caucasians, 6 African

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Americans, and one Asian. A list of members was obtained from the Instructional TechnologySpecialist who heads the TTL program. Demographics were collected from an observation of each

members profile on the My Big Campus website.

Entry Skills and Prior Knowledge

Able to log on a computer

Can access and navigate the My Big Campus website

Can create a group on My Big Campus Able to collect data from various sources

The TTLs are chosen by their respective administrators to represent their school. Administrators areasked to choose someone who is not only a leader in technology but is well versed in utilizing the

technology at the school. All members have been through an introductory training session on the basicsof My Big Campus.

Attitudes Towards Content & Academic Motivation

The Newton County School System once promoted a similar website called ELearn. Some of the

Technology Teacher Leaders used ELearn and became quite familiar with it due to countless trainingwith that system. These teachers have trouble understanding why they should switch to My Big Campus

and the need to recreate many of their lessons. The school system no longer provides technical supportfor ELearn and if the site is to crash, it will not be rebooted. This has motivated some of the previous

mentioned members to consider learning My Big Campus in case such an incident occurs. Most of theTTLs understand that this training is especially important with the increased use of My Big Campus

throughout the county. The results of a survey sent out to all teachers in the county showed that manyteachers would utilize My Big Campus if they could see examples of how it could be used in a

classroom. The TTLs have agreed to create a bank of quality lesson plans that teachers will be able touse as often as they would like in hopes that they will begin to become more comfortable embedding

technology into their own lesson plans.

Educational Ability Levels

Every member of the TTLs is a certified teacher in the Newton County School System. They possessvarious degrees from Bachelors to Specialists across multiple fields of study.

General Learning Preferences

The learners prefer that instruction is presented in two parts. Part one provides the learner with a

demonstration and a walk-through of the information. For the second half, the learners would like towork independently. The modules will be created for the participates to receive all the information

before they are asked to do any work.

Attitude Toward Teachers and School

An instructor evaluation of a previous session on My Big Campus showed that the TTLs were pleasedwith the knowledge and preparation of the instructor. They enjoyed the enthusiasm of the instructor and

said that they would attend training with the same instructor. As for the school, training is providedthrough the school system which all the TTLs are employed.

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Group Characteristics

All the members of the TTLs are professionals. Everyone works within the Newton County School

system as either teachers or media specialists. All Newton County Schools are classified as Title I withsome schools having as many as 85% of their student population on free or reduced lunch. The schools

range in technological capabilities. All schools are equipped with wireless connectivity; however someschools are having issues with login servers due to the number of students bringing their own devices.

The TTLs still strive to implement technology to their best abilities and collaborate with those aroundthem by asking for advice and seeking approval of their ideas from one another.

Part 3: Task Analysis

Description

The content of my material led me to conduct both a procedural analysis as well as a topic analysis.

Since the task covers the ability to use the Schoolwork feature on the My Big Campus website, I began

by creating an outline of the steps required to navigate the site. This allowed me to walk through the

process as the learner would and hopefully answer any questions that might arise from the process.

While performing the procedural analysis, I decided to include a topic analysis in order to address the

facts (the different assignments and tabs), concepts (the features being used to create lessons), and

principles (how combining the features can create a cohesive lesson for students to follow).

A significant attitude discovered during the topic analysis was the willingness to share with others.

Teachers must be willing to display information that they create on a website for not only their students

but also other teachers and instructors. I chose to include in my topic analysis the benefits of using My

Big Campus for instruction. The goal is to show the teachers that their willingness to display thisinformation will allow for quicker instruction and assessment.

I have placed both of these analyses into one outline. Elements of the topic analysis were placed at the

appropriate locations within the procedural analysis to provide the require context for the material. The

final outline is stated below.

Task Analysis

1. Go to My Big Campus website

a.

Enter username and password

i. Forgot username and password

1. Same username and password for school network

2. Check with School Technology Assistant (STA)

b. Select school

i. Unsure which school to pick

1. Select the school you work at on a regular basis

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2. Check with one of the My Big Campus district administrators

2. Create new Schoolwork

a. From home page

i. Click the orange Create tab at the top

ii. Hover mouse over Schoolwork

iii. Click Schoolwork

b. From Schoolwork page

i.

Open Schoolwork1. Click the Schoolwork icon on the left

2. Click the blue Create tab on the right

a. This will reveal new options

3. Click Schoolwork

3. Provide the basic information for your schoolwork

a. Select the kind of assignment

i. Use the dropdown menu to select the appropriate schoolwork

1. What schoolwork should I choose?

a. Assignment

i.

A graded assignment

ii. Can include any combination of question groups and questions.

b. Quiz

i. A graded test


c. Assessment

i. An ungraded test


d. Practice Quiz

i.

An ungraded testii. Can include any combination of question groups and questions.

e. Anonymous Survey

i. An ungraded survey

ii. Shows individual and aggregated results for each question.

iii. Does not show names of submitters.

iv. Can include any combination of question groups and questions.

f. Poll

i. An ungraded survey

ii. Shows individual and aggregated results for each question.

iii.

Includes names of submitters.

iv. Can include any combination of question groups and questions.

g. Simple Assignment

i. A graded assignment

ii. Has no questions.

iii. Allows a student to return the assignment by filling out a text

box, or attaching an item.

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b. Enter a title

i. This is required

ii. Used to identify the assignment on your Schoolwork page

c. Enter a description

i. This is optional

ii. Will be seen by learner prior to beginning the schoolwork

d. Add attachments

i.

This is optionalii. Various selections

1. Photo/File

a. Select the file you wish to add

2. Quick Link

a. Opens My Big Campus quick links

b. Do not have any quick links?

i. This topic is for another training session.

3. Library item

a. Allows you to search the MBC library

4.

Drive

a. Access to your MBC Drive

iii. Will be seen by learner prior to beginning the schoolwork

e. Click Save and Continue

4. Add questions to schoolwork

a. Page should have automatically advanced

i. Not on correct page

1. Be sure you have not exited My Big Campus

2. Be sure you are still in Schoolwork

3.

Click Questions tabb. Add new question

i. Use the dropdown menu to select the appropriate question

1. What type of question should I choose?

a. Essay

i. Prompts the student to type a text response to the question

ii. Graded manually by the teacher

b. Multiple Choice

i. Prompts the student to select eh single best answer to the

question

ii.

Graded automatically by My Big Campus

c. Multiple Select

i. Prompts the student to select one or more best answers to the

question

ii. Graded automatically by My Big Campus

d. True/False

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i. Prompts the student to select whether the statement in the

question is true or false


e. Fill in the Blank

i. Prompts students to complete a sentence by supplying the

missing information


1.

Students must enter answer exactly as it was entered byinstructor

a. This includes spacing and capitalization

f. File Upload

i. Prompts the student to attach a file as a response to the

question

1. Can be a file from the students computer or mobile

device

2. Can be any shareable item from My Big Campus

ii. Graded manually by teacher

g.

Essay/File Upload

i. Prompts the student to attach a file as a response to the

question and/or a text box

1. Can be a file from the students computer or mobile

device

2. Can be any shareable item from My Big Campus

3. Student can fill in the text box

ii. Graded manually by teacher

h. Question Banks

i.

Add questions from existing schoolwork1. Allows for cumulative schoolwork

2. No need to recreate questions

2. For the questions that are graded automatically, how will My Big Campus

know the correct answer?

a. Multiple Choice, Multiple Select, True/False

i. Click the circle next to the correct answer(s)

b. Fill in the Blank

i. Type correct answer in the blank

1. Must be typed the way you want the students to type it

ii.

Continue this process until you have created all questions for schoolwork

c. Click Save

i. How do I know it saved?

1. Notification box will appear

5. Add Standards to the Schoolwork

a. Click Standards tab

i. This is optional

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ii. Select Region

iii. Expand Standards

iv. Expand Subject

v. Expand Grade/Content

vi. Select Standards

1. Some standards can be expanded to sub-standards

a. This allows a more accurate record of mastery

2.

Click the plus sign to add the standard3. Click the heart if you want My Big Campus to store the standard as a favorite

a. This will allow for quicker access in the future

vii. Click Save

6. Assign the Schoolwork

a. Click Assignees tab

i. This is required

1. Students cannot access the schoolwork until it has been assigned to them

ii. Click Add New Assignee

1. Who can I assign this to?

a.

You can assign schoolwork to one of the groups youve created.

i. Dont have a group

1. Create one

2. This is information is provided in another training

session

b. You can assign schoolwork to an individual.

i. Individual must be from your school or one of your groups.

ii. This allows you to modify instruction and remediate for an

individual

2.

Expand NCSS MBC Training groupa. Dont see group

i. Inform instructor to be added as administrator for group

b. Click plus sign next to Laramy Wells

i. This will assign the schoolwork to me so that I can check your

work.

3. Input Start date and time

4. Input Due date and time

5. Password is optional

a. This could help if you dont want students working on this assignment

until they have completed work for you.

6. Input Maximum Submissions

a. Allows students to take it more than once

7. Check box if you will allow late submissions

8. Input Time Allowed

a. This is optional

b. A timer will appear on screen when the students begin the schoolwork

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9. Check box if you want student to see results

a. This is optional

10.Check box if you want student to see correct answers

a. This is optional

b. What answers will they see?

i. They will see the answer to multiple choice questions, multiple

select questions, true/false, and fill in the blank upon

completion11.Check box if you want to create a discussion for groups

a. This is optional

b. Can be very useful to continue the dialogue about the topic as well as

address concerns and questions the students may have about the topic

iii. Click Save

7. Click Save

8. Benefits of using Schoolwork on My Big Campus

a. Schoolwork is easier to grade

b. Allows an easier method of differentiation

c.

When added to Bundles, Schoolwork can help students connect the material and show

understanding

i. What is a Bundle?

1. A way to group material on My Big Campus into self-contained online lessons

2. Another training session covers Bundles

ii. Schoolwork can be placed in the Bundle so that student cannot advance until they

have completed the Schoolwork

Subject Matter Expert (SME)

I (Laramy Wells) will serve as the SME for this instructional plan. My formal education consists of a

bachelors degree in Mathematics Education from Georgia Southern University in Statesboro, Georgia.

I am currently pursuing a masters degree in Instructional Technology from Georgia Southern

University in Statesboro, Georgia.

My primary qualifications to serve as SME are my position as a member of the Technology Leadership

Team in Newton County and as a My Big Campus administrator for the district. My position on the

Technology Leadership Team requires me to develop and implement timely and appropriate staff

development for our teachers and support staff. As a district-level My Big Campus administrator, I am

knowledgeable of all aspects of My Big Campus; its capabilities and usage. I have continually and

successfully used My Big Campus in the classroom for four years. This has allowed me to see firsthand

how the students respond to My Big Campus. Newton County began professional development on My

Big Campus two years ago and I have been one of the primary instructors.

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Sign in to MyBig Campus

Successful? Is CapsLock off?

Using networkusername &password?

Did you select

your school?

Contact a MBCadministrator

Successful?

Click the

Schoolwork icon

Click the Create

tab

Click the

Schoolwork

Provide basic

information

Select the kind of

assignment

Enter a title

Enter a

description

Click Save and

Continue

Receivedan error?

Did you enter allthe required

material?

Add questions

Click Save

Add Standards

Click Save

Assign

Schoolwork

Click Save

Select the type

of question

Enter question

information

Will MBC grade

this question

automatically?

Enter answer

Yes

Yes

Yes

Yes

Yes

Yes

No

No

No

No

No

No

No

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Part 4: Instructional Objectives

Terminal Objective 1: To set up Schoolwork on My Big Campus

Enabling Objectives:

1A. Perform the procedures to create new Schoolwork

1B.Name the Schoolwork according to the topic being assessed

1C. Identify the purpose of the Schoolwork

Terminal Objective 2: To select the best type of assessment


2A. Identify the seven types of assessments on My Big Campus

2B. Distinguish between graded and ungraded assignments

2C. Write a description of the assessment

Terminal Objective 3: To select the best question to add to the assessment


3A. Identify the eight types of questions on My Big Campus

3B. Distinguish between questions that are graded automatically and those that will need to be graded

manually

3C. Choose correct answer(s) for automatic grading

3D.Repeat this process until all questions have been created for the assessment

Terminal Objective 4: To choose the standards for the Schoolwork


4A. Perform the procedures to add standards

4B. Determine the best standard based on grade level and content

4C. List the most common standards for the content and grade level

Terminal Objective 5: To set up the schoolwork for completion


5A. Select the group or individual(s) who will be completing the schoolwork

5B. Schedule a start date and due date

5C. Indicate how results will appear to the assignee upon completion

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Classification of Instructional Objectives

ContentPerformance

Recall Application

Fact 3CConcept 3A, 2A, 3D 2B, 3B

Principles 1C 4B

Procedure1, 1A, 1B, 2, 2C, 3, 4, 4A, 5, 5A,

5B, 5C

Interpersonal 4C

Attitude

Relationship between Instructional Objectives and Standards

Instructional Objectives ISTE Standards

1NETS3a. Demonstrate fluency in technology systems and the transfer of

current knowledge to new technologies and situations.1A

1B

1C

NETS1. Teachers use their knowledge of subject matter, teaching and

learning, and technology to facilitate experiences that advance studentlearning, creativity, and innovation in both face-to-face and virtual

environments.

2

NETS2a. Design or adapt relevant learning experiences that incorporatedigital tools and resources to promote student learning and creativity.

2A

2B

2C3

3A

3B

3C

3D

4NETS2d. Provide students with multiple and varied formative and

summative assessments aligned with content and technology standards anduse resulting data to inform learning and teaching.

4A

4B

4C

5NETS2c. Customize and personalize learning activities to address students

diverse learning styles, working strategies, and abilities using digital tools

and resources.

5A5B

5C

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Part 5

Instructional Strategies Goals Objectives UDL Assessments

Lesson 1: An

Introduction to

Schoolwork on My Big

Campus

Open discussion about

grading traditional

assignments.

Information presented

through text and videoabout Schoolwork on My

Big Campus.

Learners will create apresentation on their

findings using a Web 2.0presentation tool.

Learning how to begin

creating Schoolwork onMy Big Campus.

Explain the benefits ofusing MBC Schoolwork

compared with traditionalschoolwork.

Objective 1: To set upSchoolwork on My Big

Campus

1A. Perform theprocedures to create new

Schoolwork1B.Name the Schoolwork

according to the topicbeing assessed

1C. Identify the purposeof the Schoolwork

Multiple means of representationand expression by being giventhem a choice as to which Web

2.0 tool to use for theirpresentation.

A performancebased assessme

where the learnewill express and

defend their

opinions ontraditionalschoolwork

versus usingSchoolwork on

MBC. Links totheir Web 2.0

presentation aboSchoolwork wil

be posted onMBC.

Lesson 2: Selecting the

Best Information for

your MBC Schoolwork

Text and audio tutorial

explaining the varioustypes of assessments and

questions featured inMBC Schoolwork.

Drill and practice

characteristics ofassessments and question

types.

Identify the variousoptions available for

assessments andquestions.

Objective 2: To select the

best type of assessment

2A. Identify the seventypes of assessments on

My Big Campus2B. Distinguish between

graded and ungradedassignments


best question to add toyour assessment

Multiple means of engagement byallowing learners to complete the

work alone or seek advice frompeers.

Assignment ovethe various type

of assessmentsand questions.

Administeredthrough the

Schoolwork tooon MBC.

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3A. Identify the eight

types of questions on MyBig Campus

3B. Distinguish betweenquestions that are graded

automatically and thosethat will need to be graded

manually3C. Choose correct

answer(s) for automatic

grading3D.Repeat this processuntil all questions have

been created for theassessment

Lesson 3: Meet the

Standards

Discussion about the

importance of connectingthe standards.

Video tutorial, prepared

by the instructor using

Screencorder, on addingstandards to Schoolworkfollowed by self-

assessment to identifyfavorite standards.

Identify the standards bestconnected to learners

Schoolwork.

Objective 4: To choose

the standards for theSchoolwork

4A. Perform theprocedures to add

standards4B. Determine the best

standard based on gradelevel and content

Learners are optimizing relevance,

value, and authenticity through thedevelopment of their own artifacts

by setting up a Favorites list ofStandards from MBC.


where the learnewill submit thei

Favorites listusing the upload

tool on MBC.

Lesson 4: Assign Your

Schoolwork

Video tutorial onassigning Schoolwork to

others.

Implements theSchoolwork as an

assignment.

Objective 5: To set up theschoolwork for

completion5A. Select the group or

individual(s) who will becompleting the

schoolwork

Learners are optimizing relevance,value, and authenticity through the

development of their ownartifacts.


where learnerswill assign their

createdSchoolwork on

MBC to the

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5B. Schedule a start date

and due date5C. Indicate how results

will appear to the assigneeupon completion

instructor for

verification.

Assessment Examples

Lesson 1: An Introduction to Schoolwork on My Big Campus Assessment

Learners will use a Web 2.0 application of their choice to discuss how using Schoolwork on MBC will be helpful in their classroom.

Here is an example of a YouTube video that I found where teachers explain the benefits of using MBC:http://www.youtube.com/watch?v=jzXYGEtY-Hc

I have also created an example using Blabberize:

UDL Principles:This assessment meets the principles of multiple means of engagement and action or expression. Learners may choose any

Web 2.0 tool and may include any information they found useful within the lesson.

Lesson 2: Selecting the Best Information for your MBC Schoolwork Assessment(Answers in Blue)

The following quiz will be created and administered through the Schoolwork option on My Big Campus. Learners must achieve an 80% in

order to move on. If the learner does not achieve an 80%, the quiz will allow for a retake.

Identify if the following question types can be graded automatically by My Big Campus or if you will have to grade it.

Type MBC if it can be graded automatically.

Type Me if you have to grade it.

1) A file upload will be graded by _____________. Me

2) Multiple choice questions will be graded by _______. MBC

3) Fill in the blank statements will be graded by ______. MBC

4) Essays are grade by ________. Me

5) Multiple select questions are graded by ______. MBC

6) True or false statements are graded by _______. MBC
http://www.youtube.com/watch?v=jzXYGEtY-Hchttp://www.youtube.com/watch?v=jzXYGEtY-Hchttp://www.youtube.com/watch?v=jzXYGEtY-Hc

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Answer the following prompts using complete sentences.

7)

Compare and contrast the following types of Schoolwork found on My Big Campus: Assignment, Quiz, Assessment, and Practice

Quiz.

Answers will vary. Possible answer:

Assignments and Quizzes are both graded types of schoolwork. Assessments and Practice Quizzes are both ungraded

types of schoolwork. All of these can include any combination of question groups and questions.

8)

Provide three possible scenarios in which you would choose Anonymous Survey or Poll as your assignment type.


An Anonymous Survey can be used to take a vote in class where you do not want the students to know how other

students voted.

A Poll can be used for students to select a topic for a project.Either an Anonymous Survey or a Poll can be used to assess the students background knowledge or their

understanding of a particular topic. The only difference would be whether you wanted to know who submitted what

response

9) Explain the Simple Assignment option and provide an example of when you would want to use it.


A Simple Assignment is a graded assignment but it has no questions. The student can either fill out a text box or attach

an item. This can be used for a monthly book summary. The students can either type their summary or attach a Word

document.

UDL Principles:This assessment meets the principles of multiple means of expression through multiple questions types in the assessment.

Lesson 3: Meet the Standards Assessment

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Learners will create a list of Favorites under the Standards tab of Schoolwork. They will submit either a screenshot of this screen or type alist of a few of their favorites.

Below is an example of the screenshot:

UDL Principles:This assessment meets the principles of multiple means of expression. Learners who are unfamiliar or uncomfortable with

the screenshot option may select to type in their responses.

Lesson 4: Assign Your Schoolwork Assessment

Learners will assign their practice Schoolwork to the instructor. They will also be given the opportunity to write a short reflection on the stepsrequired to assign schoolwork to an individual. Learners will submit the name of their Schoolwork and I will know when it has been assigned

because it will appear on the screen below:

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UDL Principles:This assessment meets the principles of multiple means of expression. Learners who do not wish to assign me schoolworkmay write a small paragraph reflecting on how they would assign work to someone.

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Part 6: Presentation Strategies

Instructional Sequence

Sequence Description Objective

1 To set up Schoolwork on My Big Campus 1

2 To select the best type of assessment 2

3 To select the best question to add to your assessment 3

4 To choose the standards for the Schoolwork 45 To set up the schoolwork for completion 5

This sequence builds on concepts in a world-related order. Teachers will proceed through the instruction

in the same manner as they would plan and create assignments in My Big Campus. The teachers will

work hands on with the interface of My Big Campus as they follow modules and participate in

discussions. This will help to maintain higher leaner motivation and involvement. The sequence allows

for the teacher to develop the prerequisite knowledge needed for the following step.

Lesson 1: An Introduction to Schoolwork on My Big Campus

Objective 1: To set up Schoolwork on My Big Campus

1A. Perform the procedures to create new Schoolwork

1B.Name the Schoolwork according to the topic being assessed

1C. Identify the purpose of the Schoolwork

Motivational Strategy: Learners will be asked in a discussion on My Big Campus their feelings about

grading class assignments. They will be directed to include information like the number of papers a

teacher must grade, the time required to complete grading, and the resources involved in the typical

grading process. (Poitras, Lajoie, & Hong, 2012)

Initial Presentation: The learners will begin a module on the Schoolwork feature on My Big Campus.

This module will be created as a Bundle on the site where the learner can read information and move

forward at their own pace with the usage of Bundle Locks. Bundle Locks prevent the learner from

seeing all the information at the same time. The User Bundle Lock allows the learner to click a button

to reveal the next section of notes, the next video, or the next topic. The Schoolwork Bundle Lock will

be used at the end of a lesson. This prevents the learner from advancing until after they have completed

the assigned assessment. The Bundle will contain information regarding the benefits of using

Schoolwork on My Big Campus and statistics provided by My Big Campus on how using the

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Schoolwork features have improved student learning. The Bundle concludes with a video walkthrough

on how to create new Schoolwork. (Kerr, 2011)

Generative Strategy: Each person will compare and contrast traditional schoolwork with creating

Schoolwork on My Big Campus through the use of a Web 2.0 tool of their choice. (Hamilton, 2004)

UDL: Multiple means of representation and expression. Learners may discuss the topic alone or with

others. Material is presented across multiple media.

Lesson 2: Selecting the Best Information for your MBC Schoolwork

Objective 2: To select the best type of assessment

2A. Identify the seven types of assessments on My Big Campus

2B. Distinguish between graded and ungraded assignments

Initial Presentation: A Bundle will be provided with information through videos, audio, and text about

the different types of assessments provided on My Big Campus. This information will also educate the

learners on which assessments allow for automatic grading by My Big Campus. The information will be

provided through the use of if-thenstatements. (Eley & Norton, 2004)

Generative Strategy: Learners must complete an assignment on My Big Campus where they will be

asked to recall the information they learned about the d ifferent types of assessments. Questions will be

delivered in various formats including multiple choice, multiple select, fill in the blank, and open-ended

questions. Learners who do not achieve a passing grade on the assignment will be allowed to retake the

assignment. A discussion will also be created for the teachers to discuss the assignment if they wish to

seek additional assistance. (Davis & Yi, 2004)

Transition: Now that weve decided on what type of assessment to create, we need to choose the best

type of question to include in the assessment. (Morrison, Ross, Kalman, & Kemp, 2013)

Objective 3: To select the best question to add to your assessment

3A. Identify the eight types of questions on My Big Campus

3B. Distinguish between questions that are graded automatically and those that will need to be

graded manually

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3C. Choose correct answer(s) for automatic grading

3D.Repeat this process until all questions have been created for the assessment

Initial Presentation: A Bundle will be provided with information about the different types of questions

available on My Big Campus. This information will also educate the learners on which questions allow

for automatic grading by My Big Campus and how to set up the correct answer(s). The information willbe provided through the use of if-thenstatements. (Eley & Norton, 2004)

Generative Strategy: Learners must complete an assignment on My Big Campus where they will be

asked to recall the information they learned about the different types of assessments. Questions will be

delivered in various formats including multiple choice, multiple select, fill in the blank, and open-ended

questions. Learners who do not achieve a passing grade on the assignment will be allowed to retake the

assignment. A discussion will also be created for the teachers to discuss the assignment if they wish to

seek additional assistance. (Davis & Yi, 2004)

UDL: Multiple means of engagement by allowing learners to complete the work alone or seek advice

from peers.

Lesson 3: Meet the Standards

Objective 4: To choose the standards for the Schoolwork

4A. Perform the procedures to add standards

4B. Determine the best standard based on grade level and content

Motivational Strategy: Learners will be asked in a discussion on My Big Campus about the usage of

standards in the classroom and how they are measured. (Morrison, Ross, Kalman, & Kemp, 2013)

Initial Presentation: Learners will be directed to a video demonstrating how to add standards to

questions and/or the entire assessment. A document will also be available containing this information.

(Morrison, Ross, Kalman, & Kemp, 2013)

Generative Strategy: Teachers will set up their favorites list in the Standards tab of Schoolwork on

My Big Campus. In this way, learners are optimizing relevance, value, and authenticity through the

development of their own artifacts. (Bloom Englehart, Furst, Hill, & Krathwohl, 1956)

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UDL: Learners are optimizing relevance, value, and authenticity through the development of their own

artifacts by setting up a Favorites list of Standards from MBC.

Lesson 4: Assign Your Schoolwork

Objective 5: To set up the schoolwork for completion5A. Select the group or individual(s) who will be completing the schoolwork

5B. Schedule a start date and due date

5C. Indicate how results will appear to the assignee upon completion

Initial Presentation: Learners will be directed to a video demonstrating how to assign the schoolwork

to a group or individual and the options associated with the distribution of this assignment. A document

will also be available containing this information. (Morrison, Ross, Kalman, & Kemp, 2013)

Generative Strategy: Teachers must assign their created Schoolwork to the instructor. They can also

assign the Schoolwork to fellow teachers for review before submitting the final product to the instructor.

(Davis & Yi, 2004)

UDL: Learners are optimizing relevance, value, and authenticity through the development of their own

artifacts.

Reference List

Bloom, B. S., Englehart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). A taxonomy of

educational objectives: Handbook I. The cognitive domain.New York: McKay.

Davis F. D.; & Yi, M. Y. (2004). Improving computer skill training; Behavior modeling, symbolic

mental rehearsal, and the role of knowledge structures.Journal of Applied Psychology, 89(3),

509-523, doi: 10.1037/0021-9010.89.3.509

Eley, M. G., & Norton, P. (2004). The structuring of initial descriptions or demonstrations in the

teaching of procedures.International Journal of Mathematical Education in Science and

Technology, 35(6), 843-866. doi: 10.1080/00207390412331271276

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Hamilton, R.J. (2004). Material appropriate processing and elaboration: The impact of balanced and

complementary types of processing on learning concepts from text.British Journal of

Educational Psychology, 74, 221-237.

Kerr, S. (2011). Tips, tools, and techniques for teaching in the online high school classroom.TechTrends, 55(1), 28-30. doi: 10.1007/s11528-011-0466-z

Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2013).Designing effective instruction. (7th ed.).

Hoboken,NJ: Wiley.

Poitras, E., Lajoie, S., & Hong, Y.-J. (2012). The design of technology-rich learning environments as

metacognitive tools in history education.Instructional Science. Advance online publication. doi:

10.1007/s11251-011-9194-1

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Part 7: Design of Instruction

Instructional Strategies Goals Objectives UDL Assessments

Lesson 1: An

Introduction to

Schoolwork on My Big

Campus

Open discussion about

grading traditional

assignments.

Information presented

through text and videoabout Schoolwork on My

Big Campus.

Learners will create apresentation on their

findings using a Web 2.0presentation tool.

Learning how to begin

creating Schoolwork onMy Big Campus.

Explain the benefits ofusing MBC Schoolwork

compared with traditionalschoolwork.

Objective 1: To set upSchoolwork on My Big

Campus

1A. Perform theprocedures to create new

Schoolwork1B.Name the Schoolwork

according to the topicbeing assessed

1C. Identify the purposeof the Schoolwork

Multiple means of representationand expression by being giventhem a choice as to which Web

2.0 tool to use for theirpresentation.

A performancebased assessment

where the learnerwill express and

defend their

opinions ontraditionalschoolwork

versus usingSchoolwork on

MBC. Links totheir Web 2.0

presentation aboutSchoolwork will

be posted onMBC.

Lesson 2: Selecting the

Best Information for

your MBC Schoolwork

Text and audio tutorial

explaining the varioustypes of assessments and

questions featured inMBC Schoolwork.

Drill and practice

characteristics ofassessments and question

types.

Identify the variousoptions available for

assessments andquestions.


best type of assessment

2A. Identify the seventypes of assessments on

My Big Campus2B. Distinguish between

graded and ungradedassignments


best question to add toyour assessment

Multiple means of engagement byallowing learners to complete the

work alone or seek advice frompeers.

Assignment overthe various types

of assessmentsand questions.

Administeredthrough the

Schoolwork toolon MBC.

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3A. Identify the eight

types of questions on MyBig Campus

3B. Distinguish betweenquestions that are graded

automatically and thosethat will need to be graded

manually3C. Choose correct

answer(s) for automatic

grading3D.Repeat this processuntil all questions have

been created for theassessment

Lesson 3: Meet the

Standards

Discussion about the

importance of connectingthe standards.

Video tutorial, prepared

by the instructor using

Screencorder, on addingstandards to Schoolworkfollowed by self-

assessment to identifyfavorite standards.

Identify the standards bestconnected to learners

Schoolwork.

Objective 4: To choose

the standards for theSchoolwork

4A. Perform theprocedures to add

standards4B. Determine the best

standard based on gradelevel and content

Learners are optimizing relevance,

value, and authenticity through thedevelopment of their own artifacts

by setting up a Favorites list ofStandards from MBC.


where the learnerswill submit their

Favorites listusing the upload

tool on MBC.

Lesson 4: Assign Your

Schoolwork

Video tutorial onassigning Schoolwork to

others.

Implements theSchoolwork as an

assignment.

Objective 5: To set up theschoolwork for

completion5A. Select the group or

individual(s) who will becompleting the

schoolwork

Learners are optimizing relevance,value, and authenticity through the

development of their ownartifacts.


where learnerswill assign their

createdSchoolwork on

MBC to the

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5B. Schedule a start date

and due date5C. Indicate how results

will appear to the assigneeupon completion

instructor for

verification.

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Part 8: Course Evaluation

At the conclusion of the course, the learners will be assigned an Anonymous Survey through My Big Campus.The evaluation will utilize a Likert scale model as well as some open-ended responses. The evaluations must be

completed within a week from the end of the course to provide the best data.

The countys Instructional Technology Coordinator will serve as the replacement SME for this evaluation. I

trained her on My Big Campus for the past couple of years. In the past year, the two of us have served as theprimary trainers for the site within our county. She will be added as a Contributor to the Bundle on MBC. This

will allow her to review the entire course content. She will then answer a brief questionnaire.

MBC: SchoolworkCourse Evaluation

This survey is completely voluntary. We ask for your participation for evaluation purposes only. Your

participation in the survey will be kept completely anonymous from the instructor and staff. Also, the data you

provide in the survey will NOT be used for, or in, any research and/or publications.

We take what you have to say very seriously and will use your constructive criticisms to improve the course forfuture sections.

1.

This workshop lived up to my expectations.a)

Strongly Agree

b)

Agree

c) Neutral

d) Disagreee) Strongly Disagree

2. The activities I learned today gave mesufficient practice and feedback.

a)

Strongly Agree

b) Agree

c) Neutrald) Disagree

e) Strongly Disagree

3.

My knowledge of this material has been

greatly increased.

a) Strongly Agreeb)

Agreec)

Neutral

d) Disagree


4. The Bundles created by the instructor were

effective in presenting the session content.a) Strongly Agree

b) Agree

c)

Neutrald) Disagreee) Strongly Disagree

5.

I will be able to share content from thissession with colleagues.

a) Strongly Agree

b) Agree

c) Neutral

d)

Disagreee)

Strongly Disagree

6.

From this session, I acquired knowledge

and/or concepts and/or strategies that I can usein my classroom.

a) Strongly Agree

b) Agreec) Neutrald)

Disagree


7. The resources shared from this session werehelpful and met the presentation objectives.

a) Strongly Agreeb)

Agree

c) Neutral

d) Disagreee)

Strongly Disagree

8. I would like to see other sessions offered bythe instructor at future Tech Tuesdays.

a)

Strongly Agree

b) Agree

c) Neutrald) Disagree


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What improvements would you recommend for this specific MBC training session?

What improvements would you recommend for future MBC training sessions?

SME Evaluation

The following questions will be answered by the Instructional Technology Coordinator for her evaluation of thecourse. I developed this from an evaluation used by the Instructional Media and Design department at Grant

MacEwan College.www.elearning.typepad.com/thelearnedman/ID/evaluatingcourses.pdf

1) Are the learners provided with general information that will assist them in completing the course and inunderstanding its objectives and procedures?

2) How accessible is the course material? Can learners find information quickly?

3) Is the material organized in such a manner that learners can discern relationships between parts of the

course?

4) Is the level of the language used appropriate for the intended audience?

5)

Has the course material been edited for grammar, language, and content verification?

6) Does the layout facilitate learning? Is the material attractive and appropriate for the course content andthe intended audience?

7) Are goals and objectives provided to outline learning expectations at the beginning of the course and,

where appropriate, at the beginning of each section?

8) Is the content appropriate, given the subject manner and the learners backgrounds and abilities?

9) Are all quoted materials cited correctly? Has permission to use copyrighted material been obtained?

10)Do the instructional or learning strategies enable learners to learn effectively in a variety of ways and to

engage in activities that promote practice and the transfer of skills?

11)Are the learning resources accessible, appropriate, and accurate?

12)Are the evaluative activities feasible, relevant, accurate, and congruent with the objectives, content, and

practical applications of the content?

A week after the course ends, I will sit down with the Instructional Technology Coordinator to review the

evaluations. I will ask her to provide me with her evaluation of the lesson. We will also review the reports fromMBC that relate to the usage of the module. MBC will show us how much time each person spent on a lesson. We

will also look at the report of the online quiz regarding types of assignments and questions. If we notice thatseveral people had to retake the assessment, we will consider the wording of the instruction and/or the questions

in the assessment. Finally, we will review the result of the Course Evaluation and discuss the areas ofimprovement the learners stated in the evaluation.
http://www.elearning.typepad.com/thelearnedman/ID/evaluatingcourses.pdfhttp://www.elearning.typepad.com/thelearnedman/ID/evaluatingcourses.pdfhttp://www.elearning.typepad.com/thelearnedman/ID/evaluatingcourses.pdfhttp://www.elearning.typepad.com/thelearnedman/ID/evaluatingcourses.pdf

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