The Teacher Inside NoodleTools: Using

NoodleTools to Guide Your Students

Instructional Design Document
 Project Context
Course topic: Using NoodleTools to Track a Student’s Research Project

Topic Area
My course topic will introduce teachers to the basics of NoodleTools and how to use the
program to supervise the work of a student. During week 1, my instructional need/objective is
the learner will create a project inbox for the class they are teaching. My module supports my
objective by giving the learners a short background on the topic of NoodleTools. It then
provides two articles describing the process and steps needed to achieve the objective of
making a project inbox in NoodleTools. Week 2 will cover how to have students share their
project inbox and provide feedback and comments with student projects.

Purpose of the Course:

NoodleTools is an online tool designed to help a person plan, complete and collaborate on
research projects. One of its most popular features is its citation creation application. This
feature helps the user create a bibliography in MLA or APA format. It also helps the user take
notes and organize their paper. Projects can be shared with teachers, who can supervise, guide
and provide feedback at every stage of a student’s work. This instructional module will
introduce teachers to the basics of NoodleTools and how to use the program to supervise the
work of a student.
I am interested in creating an e-learning course designed specifically for teachers that
would streamline the NoodleTools training process. It would allow them to learn about
NoodleTools at their own pace and at their point of need. The use of NoodleTools is an
intellectual skill that can be taught in about 20 minutes. While not extremely difficult to use,
teachers do benefit from an initial introduction to the tool and how it works from a teacher
perspective. Although classroom teachers observe my instruction to students about the tool,
NoodleTools has a slightly different interface for teachers. In my experience, teachers who wish
to supervise student work require some additional training to familiarize themselves with the
tool and its capabilities.
Course Outcome:
By the end of this course, the learners will understand they can supervise a student’s research
project in NoodleTools. The learners will be able to outline and explain NoodleTools, its uses
and its processes to their own students.
Learning Requirements
Audience Description / Background of Learner:
The learners who would need this instruction are teachers at a school where the
NoodleTools program is being used by students as a writing tool to manage their research. This
would especially interest teachers who would like to know the capabilities of the program, so
they can monitor student work within NoodleTools and provide direct feedback. Their learning
environment would mainly be their workplace, but the course can also be accessed from their
home or anywhere else.
Course Objectives
Goal of Instruction:
To instruct teachers how to supervise a student’s research project in NoodleTools.
Learning Objectives:
The learner will create an account in NoodleTools.
By the end of week 1, the learner will create a project inbox for the class they are teaching.
By the end of week 1, the learner will create a new project in NoodleTools and share it with a
project inbox.
By the end of week 2, the learner will create an annotated bibliography with at least three
different types of sources.
By the end of week 2, the learner will demonstrate where and how to provide feedback and
comments on student projects.

Instructional Strategy
Presentation Patterns & Learning Theories
There are three different learning theories used throughout the course: connectivism,
behaviorism and androgogy. Connectivism explains how people learn and share information on
the internet and with each other using technology. The key theorists are George Siemens and
Stephen Downes. There are several ways connectivism aligns with the course. This course is
conducted completely online and the learner is required to submit online posts on discussion
boards if they have any questions about a topic. Some of the assignments also require a peer
review from another colleague also taking the class. Furthermore, all course assignments and
quizzes are done online.
Behaviorism is the learning theory that human beings should learn by doing rather than
feeling or thinking. It focuses on observable, measurable behavior. The learner responds to
conditions or stimuli set by the outer environment and by inner biological processes. This
learning theory became popular when John B. Watson published a paper about it in
1913. Watson posited experience and environment determine who and what a person
becomes, resulting in this being applied to teaching. Behaviorism aligns with this capstone
project because the course assignments and the summative assessment involve actually doing
the activities inside the NoodleTools program. The summative assessment is performance-
based. For example, one of the assignments requires the learner to create a project inbox and
share it with the instructor inside the NoodleTools program.
Androgogy is the art and science of adult learning. It refers to any form of adult learning.
The term was first used in 1833 by Alexander Kapp, a German educator, but became more
mainstream by American educator Malcolm Shepherd Knowles in the 1900s. Androgogy aligns
with this course because it is designed specifically with adult teachers in mind as the learner. It
also uses the immediate application of knowledge by requiring the learners to use a current
class they are teaching to create their inbox. Furthermore, it focuses more on problems than
the subject by answering quiz questions that are common questions by users of the program.
Media Strategy
The course will use multiple types of multimedia elements. There will be visual images, videos,
narrated screencast videos and a slideshow.
Course Format & Structure
Course Outline
Week 1 Module – Projects & Inboxes in NoodleTools
Course Introduction
NoodleTools is an online tool designed to help a person plan, complete and collaborate
on research projects. One of its most popular features is its citation creation application. This
feature helps the user create a bibliography in MLA or APA format. It also helps the user take
notes and organize their paper. Projects can be shared with teachers, who can supervise, guide
and provide feedback at every stage of a student’s work. This instructional module will
introduce teachers to the basics of NoodleTools and how to use the program to supervise the
work of a student.
Welcome to "The Teacher Inside NoodleTools."
We are happy to have you join us to learn how to use NoodleTools to guide students in
their research. During the length of this course, your instructor Rebecca can be reached
at rlherwatic@gmail.com. Please contact her in case of any questions or issues.

1. The learner will create an account in NoodleTools.

a. Supporting Article: How to Access NoodleTools Through Office 365
b. Demonstrated in a slideshow.
2. The learner will create a project inbox for the class they teach. It will be shared with me
as a co-teacher.
1. Text on page.
a. Click on the “Inboxes” tab at the top of the page.
b. Click on the green “+ New project Inbox” button in the upper left of the
screen.
c. In the dialogue box, enter a name for the project inbox. Name the project
“Your Name-Training.” For example, my inbox is titled “R Leonhard-Training.”
d. In the Additional Recipients field, enter my email address:
Rebecca.leonhard@keystoneacademy.cn. This shares the inbox with me as a
full collaborator and co-teacher.
e. Click the blue “Submit” button.
 2. Demonstrated in a narrated screencast.
3. Supporting Article: Teacher: How to set up an inbox and work with projects shared
with you
4. Questions on Task 2 for assessment.
a. Can I only share a project inbox with someone who has a NoodleTools
account?
b. Can I share a project inbox with a student?
c. How many additional recipients can I share the project inbox with?
d. How do I know if someone shares a project inbox with me?
3. The learner will create a project. It will be shared with the instructor as a full
collaborator. It will also be shared with a project inbox called “Keystone Training.”
a. Text on page.
i. Click on the “My Projects” tab.
ii. Click on the green “New Project” button in the upper left-hand corner.
iii. In the Project Title field, type in the name of the project. Name the
project “Your name-Training.” For example, my project is titled “R
Leonhard-Training.”
iv. Verify the citation style is MLA. Select the citation level “Advanced.”
v. Click the blue “Submit” button.
vi. On the Dashboard page, click on the blue “Share with a project inbox”
button.
vii. In the “Project Inbox” field, search for the name of the project inbox you
want to share your project with. The name of the project inbox to search
for is “Keystone Training.”
viii. Click the blue “Done” button.
b. Demonstrated in a narrated screencast.
c. Supporting article: How to Work with Projects
d. Supporting article: How to Share your Project with a Teacher
e. Supporting article: How to Set up a Collaborative Project with your Classmates
4. The learner will complete a quiz on NoodleTools terminology.
a. Questions on tasks in Week 1 for assessment.
i. Can a project be renamed?
ii. How many citation levels for a project are there?
iii. What citation styles are offered in NoodleTools?
iv. What is the button that allows a project to be shared with a project
inbox?
v. Can I change my project’s current style?
Week 2 Module – Bibliographies & Feedback in NoodleTools
1. The learner will create three citations with three different sources: a website, an ebook,
and a journal article from JSTOR.
2. The learner will add an annotation to each source.
3. The learner will print/export their annotated bibliography to a Word document and post
it in the discussion space.

a. Text on page.
i. Click on the “Sources” tab at the top of the page.
ii. Click on the green “+ New Source” button in the upper left-hand corner.
iii. Select the place where the source is located.
iv. Select the type of source.
v. Enter the source information in the required fields, following the hints
and directions that NoodleTools provides.
vi. At the bottom of the page, click the green “Save & add annotation”
button.
vii. In the dialogue box, type in the annotation for the source.
viii. Click the blue “Save and Close” button in the upper right-hand corner.
ix. Repeat steps b through h two more times for the other sources.
x. Click the “Print/Export” button at the top of the page.
xi. Select “Print/Export to Word.” The annotated bibliography will open up
automatically in a Word document in the correct format.
xii. Save the Word document file.
b. Supporting article: How to create and edit a source reference.
c. Supporting article: My teacher has asked me to include annotations. What does
that mean?
d. Supporting article: How to Print/Export Your Source List
e. Supporting article: How to Export Sources to Word Online
f. Supporting article: How to add or edit an annotation
g. Demonstrated in a narrated screencast.
h. Assignment.
4. The learner will post feedback and comments on student projects.
a. Supporting article: Teacher: How to view a collaborative project as a teacher
b. Supporting article: How to comment on projects shared with your assignment
inbox
 c. Supporting article: How to write and respond to project comments (the basics)
d. Demonstrated in a narrated screencast.
e. Assignment.
5. The learner will complete a quiz on NoodleTools terminology.
a. Questions on tasks in week 2 for assessment.
i. Can I make changes to a source reference after I save it?
ii. Can NoodleTools make an in-text citation for a source?
iii. What formats can sources be print/exported to?
iv. How can a source be excluded from the final references list?
v. Can a source citation be entered manually?
vi. Can a teacher add a comment to an individual citation?
vii. What is a comment bank?
viii. What is the inbox navigator?
ix. Can a teacher edit their comment bank?
x. What are the different options a teacher can check when writing a
comment?
1. Comment
2. Question
3. Grade/score
4. Compliment
5. Action required
6. The learner will complete the summative assessment according to the rubric.
7. Course Feedback Survey.
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