Part I: Identification of Learning Problem

General AudienceThe target audience for instruction is made up of staff members at Spalding High School in Griffin, Georgia. Those receiving this training include receptionists, paraprofessionals, teachers, guidance counselors, and administration. The staff has a wide range in terms of ages and previous experience with ages 23 to 65, and some members coming from the military and business world prior to their careers in education. Only one member of the staff has learned English as a second language. Approximately 70% of the staff is female.

Problem IdentificationThe school system recently switched its email system to Google Mail, one of many educational applications provided by Google. This switch will save the Information Technology department time and money, as Google will now be responsible for filtering email. Wanting to take advantage of the other applications offered by having an educational account through Google, school administration has decided that staff should use Google Mail (gmail) and Google Documents to submit lesson plans, collaborative meeting minutes, and other documents to administration rather than continuing to save them on the already slow school network.

The switch to Google’s system happened in February with no support or training coming from the county’s Information Technology department. Building level administrators are looking to provide training to staff on the many features that Google’s educational applications during pre-planning this fall. Not wanting to overwhelm staff, the focus of training is effective use of email features and Google Documents. Training on other applications will be offered at a later date.

Instructional Goals Learners will be able to create documents using Google Documents. Learners will be able to share documents for collaboration through Google

Documents and through Google Mail.

Part II: Learner Analysis

Introduction Information about learners is obtained through a pre-designed staff survey created using Google Forms and an initial interview with administration. The survey link was sent to all building personnel via email with follow up reminders for those who did not complete the survey within 72 hours. This pre-design survey asked staff about their level of education, their previous experience using Google Applications, as well as open-ended questions about what they would like to see/ have provided to them through this learning opportunity.

Questions about age, gender, education level, and ethnic background were included on the survey; however, these questions were left as optional. 95 members of the staff will

be receiving training, and 90% of them have at least a bachelor’s degree. 30% of the learners are male.

Entry Skills and Prior Knowledge Prior to training, employees should have:

1. a staff email account and password2. basic typing skills (use of two hands on the keyboard or appropriate modifications as needed)3. ability to use a computer mouse to point, highlight, and select

Attitudes Toward Content & Academic Motivation85% of the learners share electronic documents with colleagues weekly to perform their job. However; based on data received from the pre-design survey, 60% of staff members have a negative outlook on the training; many commented, “This training is a waist of time” or “another hoop to jump through” in a constantly changing field. With administration’s expectation of all staff members to use Google Apps in the workplace the audience is aware of their need to be successful at mastering the skills presented in training but only enough to earn satisfactory end-of-year evaluations. When probed further in interviews, several respondents revealed that for the past four years they have been required to attend training on “the latest buzz word” and after that school year ends it is never addressed again. It appears that the frustration is not in the topic of training but in the support given to teachers and the continuous use of the skill.

Educational Ability Levels Based on survey data, the staff attending training sessions has a wide range of educational backgrounds ranging from high school diplomas to doctoral degrees. 90% of the staff members hold a bachelor’s degree or higher and only 3 individuals hold doctoral degrees.

General Learning Preferences Many staff members have expressed a preference for hands on activities and handouts to guide and assist them as they continue to practice these skills. They have expressed a need to also see the steps involved in creating and sharing documents.

Attitude Toward Teachers and School As stated earlier, the majority of the staff has a negative attitude towards professional development because training they have received in the past has been good for one school year and never referred to again. The staff also looks down upon professional development as many times they are asked to give up their planning period to attend training and they lack options in the content of their training.

Group Characteristics (including social characteristics and relevant cultural information) As adult learners, this audience wants training to start on time, end on time, and include opportunities for interaction with each other and with the instructor. Socially, these

teachers tend to talk with the other members of their subject area, as they are neighbors on the same hall, and rarely mingle with members of other departments. 40% of the staff lives in the community in which they teach; however, only 15% of the staff are natives of the Griffin community. Based on data at the time of the survey, none of the staff members are in their first year of teaching.

Part III: Task Analysis

SME BackgroundI will be serving in both roles, as instructional designer and subject matter expert (SME). Using myself, as a subject matter expert was a decision reached after meeting with school administration regarding the components and purpose of the training. There are several reasons why I will serve as SME: First, I was trained on how to use Google Drive (formerly Google Docs) during a summer workshop at the University of West Georgia three years ago and have continued to use it since then. Secondly, I have successfully integrated Google Drive (and other Google Apps) in my classroom by requiring students to use it to collaborate and submit some assignments. I have served as a trainer for several district and building level professional development workshops, and finally, as a classroom teacher I have a better understanding of how teachers can utilize Google Drive for themselves and for their students than someone in administration who is removed from the classroom.

Topic vs. Procedural AnalysisI used a combination of both topic and procedural analysis. Topic analysis allowed me to focus on the objectives given by school administrators and procedural analysis led me to recognize cues that might have been overlooked serving as both designer and subject matter expert.

To begin my analysis, I reviewed the goals of the instructional problem and compiled a list of key elements of Google Drive Documents staff must know how to use. Anticipating poor attitudes from some members of the staff in learning a new program and its mandated use I then wrote a simple definition of the program, listed advantages of Google Drive Documents over their traditional word processor (Microsoft Word), and briefly listed the educational uses of it. I took this approach in the very beginning of analysis in an effort to sell teachers on the idea that the new software was something that would benefit them in collaboration with other teachers, their own file management, and student projects too.

Using elements identified earlier, I set out to create the task analysis for each element identified, I walked through and made note of each step necessary to perform the task. It was also important to not the visual cues that would assist the learner along the way and brief explanations of some optional steps too. By taking step-by-step notes as I addressed each task I am modeling the learning and verifying the accuracy of analysis.

Task Analysis

1.0 To define Google Documents and differentiate it from other word-processing programs.

1.1 Google Drive Documents is a cloud-based word processor.1.1.1 Used to create, share, and edit documents.1.1.2 Has many of the same features of familiar programs such as

Microsoft Word, Microsoft Works, and Pages.

1.2 To identify features of documents not available in Microsoft Word. 1.2.1 Access documents regardless of computer type (Mac or PC) or

software installed.1.2.2 Access files anywhere there is Internet access without carrying a

flash drive.1.2.3 Share and collaborate with others in real-time.1.2.4 View revision history and revert back to previous versions of a

document1.2.5 Open and convert files from other formats

(.doc, .docx, .rtf, .pdf, .odt, .txt) into a document you can edit.1.2.6 Automatically save files every few seconds.1.2.7 Free Google Drive App makes documents available on mobile

devices (app available in Apple App Store, Google Play Store, and Windows App Store).

1.2.8 15 GB of cloud storage without ever installing any software.1.2.9 Easily rename files without losing or corrupting them.

1.3 To describe reasons why someone would download a document.1.3.1 To work on a document when you will not have internet access.1.3.2 To satisfy a feeling of security having a copy of a file on your flash

drive.1.3.3 To access your files when the school network is down.

2.0 Prepare and manage Documents for professional use.2.1Create documents for individual, collaborative, classroom use.

2.1.1 Open Google Chrome as your web browser and go to: drive.google.com

2.1.1.1 Enter your system email address in the signin box; do not enter a password.

2.1.1.2 You are redirected to the system login page; log in using your system email address and password.

2.1.1.3 Click create (left side of the page); drop down and click documents.

2.1.1.4 Explore the menus and toolbars of documents to locate the items you typically use in Microsoft Word.

2.1.1.5 Name your document using one of two methods

2.1.1.5a Click Untitled Document in the top left corner of the page and type a new name, Training Sample 1.

2.1.1.5b File menu, rename, type Training Sample 1

2.2 Demonstrate the ability to share documents to for collaboration with colleagues (2 methods).

2.2.1 Email as AttachmentWhy?

a. Need to share a file with someone in different school system or someone who is not using a Google account.b. You want the other person to be able to view, print, download, or edit the file without making changes to your original document.

2.2.1.1 Click on the File menu, select Email as Attachment.2.2.1.2 Select the format in which to attach the file as (html, open

office document, pdf, rich text format, plain text, Microsoft Word).

2.2.1.3 Type the email address of the recipient into the To field, the subject field has been filled in for you with the title of the file.

2.2.1.4 In the message field, type anything you want to appear in the body of the email.

2.2.1.5 (optional) Checking send a copy to myself will allow you to receive a copy of the email and attachment in your inbox; this is unnecessary as you can see the email in your sent folder

2.2.1.6 Click on the blue send button.

2.2.2 Sharing (3 methods)Why?

a. To collaborate with colleagues on unit plans, edit collaborative planning minutes.

b. To gain feedback (comments) on a documentc. To submit lesson plans (view)

2.2.2 A Share, with an open document (method 1)2.2.2A 1. Click on the blue share button in the upper right

hand corner of the page.2.2.2A 2. In the pop-up box, locate the gray box titled add

people, type the names or email addresses of those you wish to share the file with.

Note 1: Names only work with people that are a part of the GSCS system.

Note 2: By default any person you share with has permission to edit; it is up to you to change their rights using

the dropdown next to their name (can edit, can comment, can view).

Note 3: “Notify people via email” is also selected as a default feature; it is good to leave this item checked as it makes others aware that you have shared a document with them.

2.2.2A 3. Click share and save (green button in the bottom left corner of the pop-up box)

2.2.2A 4. Click the blue done button; you are now redirected back to your document.

2.2.2B File, with an open document (method 2)2.2.2B 1. Under the file menu click share2.2.2B 2. see steps 2.2.2A 2 - 2.2.2A 4

2.2.2C From the Google Drive home page (method 3)2.2.2C 1. Scan the list of documents you have created to

find the one you want to share.2.2.2C 2. Click the box to the left of the file name (placing

a check mark inside the box)2.2.2C 3. At the top of the page, there are 10 icons in small

gray boxes, click on the second one from the left (person with a plus sign).

2.2.2C 4. see steps 2.2.2A 2 - 2.2.2A 4

Part IV: Instructional Objectives

Terminal Objective 1: To define Google Documents and differentiate it from other word-processing programs.Enabling Objectives: 1A. To define documents as a cloud based word processor.1B. To identify features of documents not available in Microsoft Word. 1C. To list reasons why someone would download a document

Terminal Objective 2: To prepare and manage Documents for professional use.Enabling Objectives: 2 A. Create documents for individual/ classroom use.2 B. Demonstrate the ability to share documents to for collaboration with colleagues.

Content Performance Recall Performance Application

Fact 1A

Concept 1C 1

Principles 1B

Procedures 2, 2A, 2B,

Interpersonal 2B

Attitude

Objective(Terminal & Enabling)

Standard

1, 2, 2A, 2B2.03 Model and facilitate the use of digital tools and resources to engage students in authentic learning experiences.

2B2.04 Model and facilitate the effective use of digital tools and resources to support and enhance higher order thinking skills; processes; and mental habits of mind.

1, 1A, 1B, 1C, 22.07 Model and facilitate the effective use of diagnostic, formative, and summative assessments to measure student learning and technology literacy, including the use of digital assessment tools and resources.

Part V: Development of Assessments

Lesson 1: Introduction to Cloud Based DocumentsObjective 1: To define Google Documents and differentiate it from other word-processing programs.

1A. To define documents as a cloud based word processor.1B. To identify features of documents not available in Microsoft Word. 1C. To list reasons why someone would download a document

Assessment: answering questions about Documents and explaining the significance of having synchronous access to files for collaboration.

UDL Principle:

Lesson 2: Creation and Sharing of DocumentsObjective 2: To prepare and manage Documents for professional use.

2 A. Create documents for individual/ classroom use.2 B. Demonstrate the ability to share documents to for collaboration with colleagues.

Assessment: Learners will each create a document and share it with a colleague they would potentially collaborate with.

UDL Principle:

Assessment ExamplesObjective 1

Objective 2

Part VI: Content Sequencing and Instructional StrategiesInstructional SequenceSequence Description Objective1 To define Google

Documents and differentiate it from other word-processing programs.

1

2 To prepare and manage Documents for professional use.

2

This sequencing is based on learning-related sequencing. During the learner analysis the majority of learners had a negative attitude towards professional development therefore, it was important to spark their interest in this topic/-learning module before moving into the content of the course.

Lesson 1: Introduction to Cloud Based DocumentsObjective 1: To define Google Documents and differentiate it from other word-processing programs.

1A. To define documents as a cloud based word processor.1B. To identify features of documents not available in Microsoft Word. 1C. To list reasons why someone would download a document

Initial Presentation: 2 Video clips (http://www.youtube.com/watch?v=wKJ9KzGQq0w ) (http://www.youtube.com/watch?v=kcOUWjkGBUY&list=PLBC4C67EE5D2B46FB ). Videos created by Google highlighting features of Google Drive.

Generative Strategy: Rehearsal/ Practice strategy of answering questions about Documents, and elaboration through explaining the significance of having synchronous access to files for collaboration.

Lesson 2: Creation and Sharing of DocumentsObjective 2: To prepare and manage Documents for professional use.

2 A. Create documents for individual/ classroom use.2 B. Demonstrate the ability to share documents to for collaboration with colleagues.

Initial Presentation: Video clip on creating and sharing documents.

Generative Strategy: Learners will each create a document and share it with a colleague they would potentially collaborate with.

Part VII: Design of Instruction

Instructional Strategy

Goals Objectives Assessments UDL

Lesson 1: Learner will

answer questions about Documents its significance as a collaboration

tool.

Define and differentiate Documents from other programs.

Objective 1: To define Google Documents and differentiate it from other word-processing programs.

1A. To define documents as a cloud based word processor.

1B. To identify features of documents not available in Microsoft Word.1C. To list reasons why someone would download a document

Lesson 2: Create a Objective 2: To

Learners will create

documents and share them with each

other.

document for collaboration.

prepare and manage Documents for professional use.

2 A. Create documents for individual/ classroom use.2 B. Demonstrate the ability to share documents to for collaboration with colleagues.

Part VIII: Formative Evaluation Plan