Edid 6505 Wengers Final Group Project

Running head: INSTRUCTIONAL UNIT

EDID 6505 Mini-Group Project
Instructional Unit on Using Google Classrooms
Trevor Queeley, 311101157
Latoya Thomas-Tirbaynee, 320018816
Krisna Saunders, 320021639
Jiva Niles, 320037892
University of the West Indies- Open Campus Anguilla
Dr. L. Hill

INSTRUCTIONAL UNIT 2
Table of Contents
Executive Summary...................................................................................................................5
Background................................................................................................................................6
Scenario......................................................................................................................................7
Needs Assessment......................................................................................................................7
Topic of Instruction....................................................................................................................7
Target Audience.........................................................................................................................8
Justification for Training Teachers Online................................................................................8
Data Collection Methods............................................................................................................9
Optimals.................................................................................................................................9
Actuals..................................................................................................................................10
Feelings.................................................................................................................................10
Causes...................................................................................................................................10
Solutions...............................................................................................................................10
Task Analysis...........................................................................................................................11
Procedural Analysis..............................................................................................................11
Course Goal and Objectives.....................................................................................................12
Goal......................................................................................................................................12
Terminal Objective...............................................................................................................12
Workshop Assessments............................................................................................................12
Application Assessment Items.................................................................................................13

Demonstration Rubric..........................................................................................................18
The scale for the demonstration rubric is shown below. It is succeeded by Table 2 outlining
its descriptors........................................................................................................................18
Gradebook and Rubric for Grading......................................................................................20
The rating scale for the grade book and rubric is shown below. Subsequently, Table 3
outlines its descriptors..........................................................................................................20
Participation in Discussion...................................................................................................22
Below is the rating scale and rubric for participation in course discussions........................22
Instructional Strategies.............................................................................................................24
Learner Context Analysis.....................................................................................................24
Instructional Lessons................................................................................................................24
Lesson 1-Creating a Google Classroom (set up)..................................................................24
Lesson 2-Creating a Quiz via Google Classrooms...............................................................27
Lesson 3-Creating Gradebook and Rubric...........................................................................29
Review of the Process..............................................................................................................31
Data and Feedback from Using Materials with Pilot Users.................................................31
Design Process......................................................................................................................32
Instructional Strategies Tables.............................................................................................33
Research and Information Sources...........................................................................................47
Reflective Writing....................................................................................................................49
Trevor Queeley Reflection...................................................................................................49
Jiva Niles Reflection.............................................................................................................49

Latoya Tirbaynee-Thomas’ Reflection.................................................................................50
Krisna Saunders’ Reflection.................................................................................................51
Appendix A..............................................................................................................................53
Appendix B.............................................................................................................................55
Sample Interview................................................................................................................55
Appendix C..............................................................................................................................56
Prerequisite Analysis............................................................................................................56
Appendix D..............................................................................................................................57
Task Selection Worksheet....................................................................................................57
Appendix E...............................................................................................................................62
Learner Contextual Analysis Worksheet..............................................................................62
Appendix F...............................................................................................................................68
Google Classroom Invite......................................................................................................68
References................................................................................................................................69
Executive Summary
Wenger’s Instructional Designers, have been contracted by the Ministry of Education
of Trinidad and Tobago to train primary school teachers on how to effectively use google
classroom during the COVID-19 pandemic. The target audience for the pilot project consists
of highly qualified teachers between the ages of 19 to 60 years. This initiative has been
proposed to keep students engaged as the government closed all learning institutions, through
passed regulations to reduce social gatherings.
The Google Classroom is a free web service, developed by google for schools that
aspire to simplify, create, distribute, and grade assignments in a paperless way. It is a great
tool that could help teachers become organized and be in constant communication with their
students.
The Gagne’s nine events of instruction will be utilized to enhance the learning process
of the adult learners through the use of videos, discussions, practice and constantly engaging.
Instructional strategies were developed based on David Merrill’s First Principle.
Some highlights of our project include that this will be delivered 100% online,
participants will be learning on the same platform they will be using to teach and it will be
rolled out to over 500 teachers simultaneously. Also, our introductory video in the course
summarizes the workshop goals, objectives and desired outcomes and gives the participants a
view into what to expect.

Background
In late 2019, an infectious disease called coronavirus, COVID-19, was first
discovered in Wuhan China. Its symptoms include cough, fever, shortness of breath, muscle
aches, sore throat or unexplained loss of taste or smell.
For most, COVID-19 can be severe, especially in older people, and in those with
underlying medical problems like cardiovascular disease, diabetes, chronic respiratory
disease, and cancer are more likely to develop serious illness (Centers for Disease
Control and Prevention, 2016).
On the other hand, some infected with the COVID-19 virus will experience mild to moderate
respiratory illness and recover without requiring special treatment. This new coronavirus can
be spread from person to person and there is no coronavirus vaccine. Prevention involves
frequent hand-washing, coughing into the crook of a flexed elbow and staying at home when
symptomatic.
In January 2020, the outbreak was declared a Public Health Concern by the World
Health Organization, (WHO), and then a Pandemic in March 2020. COVID- 19 infections
have been rapidly spreading across many countries causing increasing fatalities. "This is the
first pandemic caused by a coronavirus," (Word Health Organization, 2020). It is also the first
pandemic since the H1N1 "swine flu" in 2009. According to the Coronavirus COVID-19
Global Cases Map, as of April (John Hopkins Center for Systems Science and Engineering,
2020). 8, 2020, 83,149 deaths have been attributed to COVID-19. However, 307,982 people
have recovered from the illness (John Hopkins Center for Systems Science and Engineering,
2020). Raising the health emergency at the highest level has forced countries to take urgent
and aggressive actions in an effort to curtail this disease.

Scenario
On the 12 of March 2020, the government of Trinidad and Tobago made a decision to close
th
all places of learning inclusive of Public, Private Schools and Universities for one week, in
order to slow the potential spread of COVID-19. At the end of the first week there was a
significant increase in the number of infected persons within the country forcing the
government to declare all schools closed. Furthermore, a critical decision to postpone the
local Secondary Entrance Exam (S.E.A) was made. To this end, teachers were asked to
continue to deliver instruction to their students virtually.
Needs Assessment
A Training Needs Assessment is the study done in order to design and develop appropriate
instructional and informational programs and material (Rossett, 1987; Rossett, Sheldon,
2001). This section contains a needs assessment done on the teachers of Tranquility
Government Primary School in North Trinidad who will be a part of the government's
initiated Pilot Project to use Google Classroom during and after the imposed restriction of
movement mitigation actions implemented by the Government of Trinidad and Tobago. This
comprehensive needs analysis specifies the current state of knowledge and skills of the
teachers, the state of knowledge and skills required for effective performance of pre-defined
tasks and responsibilities, the causes, and solution.
Topic of Instruction
The topic for the proposed instruction is how to use Google Classroom to organize learning
activities, instruction and assessments for Primary School students.

Target Audience
In piloting this program, a target audience of 14 Participants from the Tranquillity
Government Primary School of Trinidad and Tobago will be our main focus. The group
consists of 11 females and 3 males Participants; a total of 2 Participants per level. There are
four infant 1 and 2 participants and 10 standards, one to five Participants. The 4
infant participants are female between the ages of 19- 35 years. There are two standard one
teachers, one male and one female, between the ages of 25- 35 years. The two standard 2
teachers are females between the ages of 35 - 40. The two Standard 3 teachers are males
between the ages of 40 -50. Both Standards 4 and 5 teachers are female between the ages of
35 to 60 years.
All participants have been teaching at the primary school level for over 5 years with
the exception of one infant teacher who has less than one-year teaching experience. The
participants of standards three and four, including the new infant teacher and one standard 5
teacher have advanced technological skills while the others have basic computer literacy
skills. All Participants have a bachelor's degree of primary School Education except the new
infant teacher who has an Associate Degree in Education.
Justification for Training Teachers Online
The mode of delivery for this workshop is Online using zoom and Google Classroom.
The Google Classroom was selected as the preferred Learning Content Management System
(LCMS) to deliver this training because it would allow participants to have first-hand
experience with the platform before they create their own classes using their government-
issued login credentials.

The workshop requires 3 contact hours to successfully complete the training.
However, the workshop would be available to participants for 1 week. There are several other
benefits of conducting this workshop online such as 1. The cost of the training facility and
materials will be eliminated and participants will only be required to login to Google
Classroom to access provided materials and zoom meeting links. 2) It saves time for both the
trainer and participant as they do not have to travel to a remote location. 3) There will also be
increased interactions during the training between the participants and trainers.
Data Collection Methods
Online Surveys (See Appendix A). This survey was used to gather information on
participants' prior knowledge and misconceptions of online learning.
Online Interviews (see Appendix B). This was used to get teachers’ views on learning.
Online Group Discussion - Participants of this group discussion include the Participants,
Principals, and Administrators of the Tranquillity Government School. The purpose of this
discussion is to gain a better understanding of the school challenges, additional information
on the participants, and listen to any concerns about the use of technology. While
Understanding the organisation’s culture.
Information Set
Optimals
 100% of Participants can use google classroom
 100% of Participants are proficient in using Microsoft Word and Powerpoint to create
documents and videos.
 100% of Participants are confident that technology will make their teaching
interesting, easier to understand, and enjoyable for their students.

Actuals
 100% of Participants have an education department assigned Gmail accounts.
 50% of Participants use WhatsApp group chats to communicate with their present
classes.
 40% of Participants have online teaching experience.
 100% of Participants are ready and available for online training.
Feelings
 There must be continued access to quality education
 Learning should not stop during this time of restricted movement
 Participants must be assigned to conduct remote daily or weekly follow-ups with
students.
 Media Literacy lessons can empower students to be critical thinkers.
Causes
 Schools are temporarily closed in an attempt to contain the spread of COVID – 19
 The Ministry of Education does not have a Learning Managing System where
students can access Work for Term 3 of the academic year
 Not all parents Know or understand what their child needs to know during this time
although they may have access to the curriculum
 Students have a lot of free time.
Solutions
 Instruct and Train Teachers on how to use google classroom to teach, assess, and
communicate with students.
 Have an alternative online solution that can be used after the COVID-19 pandemic.
 Motivate, Inspire, and equip teachers for the online learning environment.
 Support teachers during the transition from face to face to online.
Task Analysis
The tasks identified and prioritised are listed in the task selection criteria worksheet and will
cover the training workshop. The task analysis worksheet had five (5) criteria headings and
they guided the ranking of the tasks needed for this workshop (see Appendix D).
Procedural Analysis
A procedural analysis is sequential and allows for the reader to follow seamlessly (George
Mason University, n.d.). A procedural analysis was completed and is represented below.
Pre-step. Gaining online access
a. Participants received email with link to live session
b. Open email and click on zoom meeting link
c. Join training sessions at scheduled time.
1. Creating a Class
a. Go to classroom.google.com
b. On the classes page click on +
c. On drop-down list click ‘Create a class’
2. Setting up the class
a. Enter required class name
b. Enter optional information, subject, room and section
c. Click create to close dialogue box [JN2]

Course Goal and Objectives
Goal
The goal of this instruction is to train teachers on how to use google classroom to teach,
assess and communicate with students.
Terminal Objective
Participants will independently design and develop an online class using Google Classroom,
using 80% of features available, ensuring content is age-appropriate and flexible.
Enabling Objectives.
At the end of Lesson 1, participants will:
 Demonstrate measures for creating a Learning Content Management System, Google
At the end of Lesson 2, participants will
 Use features for creating a quiz using the Google Classroom platform with 80% accuracy.
At the end of Lesson 3, participants will
 Use grading and rubric features of Google Classroom with 80% accuracy.
Workshop Assessments
Assessment is the systematic process of gathering information from many sources to make
appropriate educational decisions (Yukon Department of Education, 2015). The assessment
item selected will help collect evidence of a learner's prior concepts, state of current thinking,
or changes in understanding. The use of Gagne’s Nine Events of Instruction will insist on the
assessment. According to Solanki (2014), the steps for instruction are gaining attention,
Informing the learner of the objective, stimulating recall of prerequisite learned capabilities,
presenting the stimulus material, providing learning guidance, eliciting performance,
providing feedback about performance correctness, assessing the performance and enhancing
retention and transfer. Assignment items that were created for a number of the enabling
objectives and the rubrics.
Application Assessment Items
Table 1
Assessment Items
Enabling Objectives Assessment Item
To illustrate steps for creating a Before
google classroom  Complete a pre-online test on google
classroom knowledge.
 State the steps to download the app or
program.
During
 Demonstrate the following:
o What do you click on the welcome
screen to create a class?
o Where do you type the class name and
section?
o Where are all your classroom materials
stored?
After
 Scenario
There is a teacher who missed the section on creating
a google classroom. Create a video on how to create a
google classroom.
By the end of the workshop, After
participants should be able to Complete Multiple Choice Questions using google
create a quiz using the Google form
Classroom platform 1. You must import a quiz from google drive in
order to use this feature in google class.
O True O False
2. In designing a quiz, you can only have
multiple choice and true or false options in google
classroom?
O True O False
3. What quiz features do you have in using
google classroom?
O Roleplaying
O File submission
O True or False
O Drop Down box
O Matching
O Multiple Choice
O Checkboxes
4. A quiz is not automatically graded in google
classroom?
O True O False
5. The answer key must be completed in order
to complete a quiz question?
O True O False
By the end of the workshop, During
participants should be able to use Explain the following questions.
grading features of Google 1. How do you view students' assignments?
Classroom 2. How do you import grades from google form
quiz?
3. How do you enter, review and change grades?
4. How to return work or download grades?

Demonstration Rubric
The scale for the demonstration rubric is shown below. It is succeeded by Table 2 outlining
its descriptors.
4-Excellent
3- Proficient
2- Satisfactory
1- Below Satisfactory
Table 2
Demonstration Rubric
Assessment Excellent Proficient Satisfactory Below
Criteria 4 3 2 Satisfactory
Create a Demonstrates Demonstrates Demonstrates Demonstrates
google a an above a basic little to no
classroom sophisticated average understandin understanding
understandin understandin g of how to of how to
g of how to g of how to create a create a
create a create a google google

google google classroom. classroom.
classroom. classroom.
Create a Demonstrates Demonstrates Demonstrates Demonstrates
quiz in sophisticated an above a basic little to no
google understandin average understandin understanding
classroom g on how to understanding g of how to on how to
create a quiz on how to create a quiz create a quiz
in google create a quiz in in google in google
classroom. google classroom. classroom.
classroom.
Use the Demonstrates Demonstrates Demonstrates Demonstrates
grading a an above a basic little to no
features in sophisticated average understandin understanding
google understandin understandin g of how to on how to use
classroom g of how to g of how to use grading grading
use grading use grading features in features in
features in features in google google
google google classroom. classroom.
classroom classroom.

Gradebook and Rubric for Grading
The rating scale for the grade book and rubric is shown below. Subsequently, Table 3
outlines its descriptors.
3-Excellent
2- Proficient
1- Satisfactory
0- Satisfactory
Table 3
Gradebook and Rubric for Grading
Assessment Excellent Proficient Satisfactory Unsatisfactory
Criteria 3 2 1 0
Gradebook Participants Participants Participants Participants
have used all have used have used have not
categories, some some completed the
the categories, categories, task
appropriate the have used the
weighting appropriate points
system, and weighting system.
they are system,
totaling to totaling to
100%. 100%.
Rubric Participants Participants Participants Participants
have used 3 have used 2- have used have not
or more 3 levels, one level, completed the
levels with with with a poorly task
clearly appropriate written
written and descriptions description.
appropriate in each
descriptions level, and a
in each level, consistent
as well as a scoring
consistent system.
scoring
system.

Participation in Discussion
Below is the rating scale and rubric for participation in course discussions.
3- Exceptionally
2- Adequately
1- Inadequately
Table 4
Participation in Discussion Rubric
Assessment Exceptionally Adequately Inadequately
Criteria 3 2 1
Content Posts factually correct, Posts information Posts information that
contribution reflective and substantive that is factually is off-topic, incorrect
contribution; advances correct; lacks full or irrelevant to
discussion development of a discussion
concept or thought
Clarity & Contributes to discussion Contributes valuable Post long, unorganized
Mechanics with clear, concise information to or rude content that
comments formatted in an discussion with may contain multiple
easy to read style that is minor clarity or errors or may be
free of grammatical or mechanics errors inappropriate.
spelling errors
References & Uses references to Incorporates some Includes no reference
Support literature, reading or references from or supporting
personal experience to literature and experience
support comments personal experience
Instructional Strategies
Learner Context Analysis
Orienting Context. Critical information about the learner would be acquired prior to
designing instruction. This is an effort to develop learner-centered materials that help
them to better understand, retrieve, and transfer learning. Therefore, information
about the learner’s pre-instructional knowledge level, experience with Learning
Content Management Systems, computer literacy, and the like would be obtained.
Information to be acquired about the learner prior to instruction is outlined in the
Learner Context Analysis Worksheet (see Appendix E).
Instructional Context. The workshop would take place online via zoom meets. This
platform was selected as it has a holding capacity of 50 persons. Additionally, it
allows for recording, sharing of presentation, and facilitator control during the
session.
Transfer Context. Information learned at the training would be directly transferred to
the respective virtual classrooms of teachers participating in the training. This is so as
it helps teachers to find a way to effectively communicate and teach their students in
the wake of a global pandemic that hinders face-to-face instruction.
Instructional Lessons
Lesson 1-Creating a Google Classroom (set up)
Terminal Objective.
To demonstrate measures for creating the Learning Content Management System, Google
Classroom
Instructional Objective.
 Participants will describe characteristics of a Learning Content Management System
 Participants will describe steps for creating a Google Classroom with 80% accuracy
 Participants will demonstrate the steps to set up accounts for a student and for a
teacher with 80% accuracy
Materials.
Equipment and resources that were obtained for instruction include a:
 Desktops and Laptops
 Headphones with microphone
 Speakers
Analogies.
Conceptualising what a Learning Content Management System, like Google Classroom
may be difficult for some participants. Therefore, the following analogies weredrawn.
 LCMS are like computers - they house learning material
 LCMS are like the wind- they occupy no physical space
 LCMS are like classrooms-they are interactive
Pre-instructional activities.
Pre-assessment.
Participants would complete a pre-online test to capture their baseline knowledge about
the use of LCMS, such as Google Classroom. Furthermore, to direct participants’
attention to critical content that would be included in the course, open-ended questions
asked would cover key aspects.
Instructional Activities.
The lesson would start by providing an advanced organiser as shown (See Figure 3).
Figure 3
Advanced Organiser
Demonstration for Setting up Google Classroom.
Step 1. Present an advanced organiser
Step 2. Engage participants in a discussion about the purpose of LCMS
Step 3. Provide examples of popular Learning Management Systems.
Step 4. Provide direct instruction on how to set up Google Classroom using steps in
the procedural analysis as a guide
Step 5. Show a YouTube video on how to set up a Google Classroom
Practice for Setting up Google Classroom.
Step 1. Provided guided practice as teachers work through the stages of setting up a
Google Classroom.
Step 2. Ask participants to create a video showing a new teacher in their department
how to create a Google Classroom
Formative Feedback.
Step 1. Correct participants about any misconceptions noted.
Step 2. Address any questions participants have about implementing the procedure.
Step 3. Give participants feedback on steps they did not take correctly.
Post-instructional Activities.
Evaluation.
Step 1. Administer a post-test to quantitatively assess teachers learning.
Step 2. Additionally, use testing feedback to assess participants’ strong and weak
areas.
Step. Evaluate participants’ perspectives about the training. Take note to collect
suggestions for improvement.
Lesson 2-Creating a Quiz via Google Classrooms
Terminal Objective.
§ By the end of the lesson, participants should be able use features for creating a quiz
using the Google Classroom platform with 80% accuracy.
Instructional Objectives.
· Participants describe the steps for creating a quiz using a blank form via Google
Classroom with 80% accuracy
· Participants describe the steps for creating a quiz using a document they upload to
Google Classroom with 80% accuracy
· Using the time allotted, participants will demonstrate how to create a 10 question
quiz for students on Google Classroom with 80% accuracy
Materials.
· Desktop/Laptop
· Headphones with microphone
· Speakers
· Camera
· Suitable background
Demonstration for Creating a Multiple Choice Quiz via Google Classroom.
Step 1. Discuss quiz formats on Google Classroom
Step 2. Conduct tutorial on creating multiple-choice quizzes in Google Classroom
Step 3. Via Google Classroom, disseminate electronic handouts to participants
summarising steps and key options when creating a quiz via this platform
Practice for Creating a Multiple Choice Quiz via Google Classroom.
Step 1. Assign an online worksheet on creating a multiple choice quiz for participants to
complete.
Step 2. Ask students to create and upload a 5-minute video (maximally) on how they
created an online quiz. The quiz should have a minimum of 10 test items. They will
upload and share this content via their assignment portal on Google Classroom.
Formative Feedback.
Step 1. Using microphone technology, allow students the opportunity to ask questions for
clarification on Zoom.
Step 2. By establishing the question and answer forum, participants would be able to seek
feedback as needed to meet course demands.
Evaluation.
Step 1. Send a link to invite the instructor to the class and have instructor view and
critique online quizzes as a student.
Step 2. Assess students’ feelings about the instruction.

Lesson 3-Creating Gradebook and Rubric
Terminal Objective.
By the end of the lesson, participants should be able to use grading and rubric features
of Google Classroom with 80% accuracy
Instructional Objectives.
· Participants will describe grading features in Google Classroom with 80%
accuracy
· Participants will grade material in Google Classroom with 80% accuracy
· Participants will create an effective assessment rubric for assessing students’
performance with 80% accuracy
· Using guidelines for effective rubric preparation, participants will critique rubrics
for their strengths and weaknesses
Materials.
· Desktop/Laptop
· Headphones with mic
· Speakers
· Camera
· Suitable background
Pre-instructional Activities.
Step 1. Present a short case study about the challenges teachers face with assessment in
the climate of Covid-19 conditions and ask the following questions.
 How would you like if your grading was done automatically?
 What if I tell you that Google Classroom lets you do that, would you believe me?
Demonstration for Grading and Rubric Features of Google Classroom.
Step 1. Show video on grading options available in Google Classroom.
Step 2. Provide worked examples of good and bad rubrics.
Practice for Grading and Rubric Features of Google Classroom.
Step 1. Provide 5 practice examples for students to differentiate between good and bad
rubrics.
Step 2. Peers will review responses and provide feedback about why some
characteristics were deemed strong while others were deemed poor.
Step 3. In groups of 5, participants will collaborate to create a simple rubric and
upload the same using Google Classroom.
Step 4. Participants will grade a short quiz (seen in Lesson 1) via Google Classroom.
Step 5. Participants compose a journal entry about three (3) important concepts
learned in the unit on grading and rubrics done on Google Classroom.
Formative Feedback.
Step 1. By establishing the question and answer forum, participants would be able to
seek feedback as needed to meet course demands.
Evaluation.
Step 1. Use rubrics seen in assessment items to determine evaluation of achievement
of rubric creation and use of grading features.
Step 2. Review journals to assess higher-level thinking post internalization of
knowledge
Step 3. Ask students to post feedback about the lesson in prose format under the
lesson evaluation section.

Review of the Process
Data and Feedback from Using Materials with Pilot Users
A pilot test was done with five participants about the instruction, activities,
assessment, and overall structure of the workshop. They were chosen based on their ages,
years of teaching, and experience in computer use. The findings were as follows:
Demographics.
Participants range from ages 19-60
 Female infant teacher with an Associate Degree and advanced computer skills
 Male standard 1 teacher with a Bachelor’s Degree and basic computer skills.
 Female standard 2 teacher with a Bachelor’s Degree and basic computer skills.
 Male standard 3 teacher with a Bachelor’s Degree and advanced computer skills.
 Female standard 4 & 5 teacher with a Bachelor’s Degree and advanced computer skills.
The data was collected using an online survey, zoom interview, question & answer
forum, and direct questions. This information will be used to determine how the
participants are managing during and after the workshop. From the information gathered,
all the pilot users mentioned that the workshop was a timely one because of the need for
virtual learning secondary to the COVID-19 crisis. They also mentioned that all the
materials were provided for the workshop and were used by them to complete their task.
They also stated that the data or information was clear and concise and allowed them to
complete their task efficiently.
The two participants with basic computer skills found the workshop more difficult
than the participants with advanced computer skills. Therefore, they used the Q&A forum
and directed questions more than the pilot participants. They also stated that the pace was a
little fast and sometimes they felt like they were being left behind.
One participant suggested pairing up individuals with basic computer skills persons
with those who possessed advanced computer skills. This would help them complete their
activities more effectively.
Design Process
The team was forced to develop instructions that are 100% online, deliver it 100%
virtually and assess it paperless amidst the mitigation activities of COVID-19. Thankfully,
the company is made up of experienced instructors. Division of roles made the task
manageable. During the design process, designers factored in the possibility that not all
primary school teachers were computer literate, nor did all have access to tools needed to
deliver instruction to their students virtually. The team aimed for a holistic approach and
piloted with a smaller more controlled group to ensure all training modules and delivery
mechanisms were effective and functioning. Here, shortcomings could be assessed
prematurely.
If the team had a chance to produce similar projects for other governments in the
Caribbean, the team would probably include more technological tools to have the participants
aware of what resources are available. The decision to pinpoint what was the best LCMS and
supplementing tools to deliver the content became difficult. Deciding on the best instructional
strategies were a bit tedious secondary to the contemporary nature of the online environment.
However, the team of designers discussed and factored the practicality of using specific
instructional strategies suitable for this environment. Had more time been allotted, the design
of the training course produced would have been strengthened by adding more content per
lesson, using a better suited LCMS design, and the list continues.
Instructional Strategies Tables
Strategies used integrated for instruction of procedural and/or declarative knowledge is
shown in Table 5.
Table 5
Instructional Strategies Tables
No Location in Citations in Rationale for Use
. Lesson Readings
1 Advanced Lesson 1, Ausubel (as cited Therefore, using
Organisers Demonstration in Driscoll, 2013, advanced
Step 1 p. 138) asserts organisers would
that advanced help learners
organisers better make
promote mental
meaningful connections with
learning by new information
bridging the gap as they use prior
between new and schemas to
old information. encode new
information.
Moreover, in this
way they can
help to activate
past knowledge
and experience of
the participants.
2 Analogy Lesson 1 Ambruster (as As an analogy
cited in Driscoll, helps to explain
2013, p. 142) concepts by
purports that the comparison, one
careful use of was used for the
analogies can aid purpose of
readers in elucidating
developing instructional
schemas. content for
learners. This is
so as the
participants
would be able to
make a
connection with a
new concept and
a familiar
concept or
schemas.
3 Discussion Lesson 1, Reigeluth & Carr- Discussions
Demonstration Chellman (2009) allow participants
Step 2 reveal that to collectively
Lesson 2, discussions assist explore a subject

Demonstration learners with from a
Step 1 discussing a multiplicity of
portrayal to perspectives.
determine if it is a Therefore,
good engaging learners
representation of in the same can
a concept (p. 47). broaden their
Moreover, view and
Alberta Learning understanding
(2002) reports about subject
that discussion matter.
helps students to
consider various
perspectives (p.
71).
4 Direct Lesson 1, Teacher-led Participants
Instruction Demonstration instruction being introduced
Step 4 and 5 whereby an to new content
instructor lectures would benefit
or demonstrates from an approach
instruction can be whereby an
considered direct instructor
instruction explains new
(Lumen, n.d.). information for

processing and
learning.
5 Guided Lesson 1, Guided practice is This strategy
practice Practice Step 1 a process was used support
whereby the the learner as he
instructor first or she encounters
demonstrates a new experience.
material for Here, the support
learning, the offered
student then throughout the
emulates the process would
behaviour with aid him or her in
guidance and accurately
subsequently accomplishing
performs a and remembering
behaviour the steps for set
independent of up.
the instructor
(Drew, n.d.).
6 Online Lesson 2, Online tutorials This strategy was
tutorial Demonstration are independent used to guide
Step 2 studying tools participants to
used to attain knowledge for
learning attaining
outcomes instructional
(University of objectives.
Bristol
Educational
Support Unit,
n.d.).
7 Handouts Lesson 2, Handouts are Electronic
Demonstration tools that support handouts can be
Step 3 teaching through made available
detailing multiple for the purpose of
sources of providing
information not additional
limited to information that
definitions, would better aid
background participants in
information, understanding
conceptual core concepts.
questions, case
studies, inter alia
(University of
Westminster,
n.d.).
8 Worksheet Lesson 2, Worksheets are This sheet can be
Practice Step 1 supplementary used to increase

material that practice
foster studying opportunities for
and learning (Lee, students as they
2014, p. 12). go about
9 Case Study Lesson 3, Pre- Commonly case Using an
instructional studies comprise authentic
Activity Step 1 a description of a problem can help
problem that can participants
be solved using perceive various
possible pathways aspects of the
and supporting problem and
information devise solutions
(Boston for creating
University, n.d.). instruction
through
alternative
methods such as
Google
Classroom.
10 Feedback Lesson 1, 2 Killian (2019) This crucial
and 3 maintains that strategy was used
Feedback feedback to help
Steps following practice participants
makes room for improve. Here,

student shortcomings
improvement. would be
Simply put, minimized.
feedback creates
an avenue to
correct errors
(Killian, 2009).
11 Practice Lesson 1, 2 Practice is almost Practice was
and 3 Practice a universal integrated into
Steps approach to the design of the
instruction as it lesson to give
helps students to participants an
acquire the opportunity to
knowledge, skills verify their
and abilities learning and
necessary for acquire skills.
gaining the This works in
underpinnings of tandem with the
instructional concept of
goals (Reigeluth learning by
& Carr-Chellman, doing.
2009, p. 31).
12 Examples Lesson 1, Use of examples Examples can
Demonstration is consistent with help to create
Step 3 the kinds-of skill representations of
Lesson 3, of Merrill’s the larger
Demonstration demonstration category being
Step 2 principle explained to the
(Reigeluth & learner.
Carr-Chellman, Here, the learner
2009, p. 48). would be able to
create mental
images and/or
mental models
for the larger
class/concept
being described.
13 Peer review Lesson 3, Peer review This process was
Practice Step 2 processes foster used for both the
the development benefit of the
of critical peer conducting
thinking skills as the review
well as active process and the
engagement of peer being
students (Chalk, reviewed. This is

2019). so as the former
may develop
critical thinking
skills while the
latter can make
improvements
contingent upon
feedback
received from
peers.
14 Collaborative Lesson 3, The learning This generative
Learning Practice Step 3 experience is approach was
enhanced when used to facilitate
students work on sharing of
a task collectively perspectives,
(Reigeluth & critical thinking,
Carr-Chellman, and the like as
2009, p. 49). each member of
Reigeluth & Carr- the group
Chellman (2009) contributes to the
reports that peer thinking and
collaboration is execution
most effective process.
when students
first devise
solutions
independently
and then discuss
and defend their
view with their
comrades (p. 49).
15 Journals Lesson 3, Students are able Journaling
Practice Step 5 to think, reflect strategy was used
and consider to help students
multiple internalize and
perspectives clarify their
when they journal learning of
(Professional course material.
Learning Board,
n.d.). Moreover,
journaling
promotes
clarification of
knowledge
acquired (Alberta
Learning, 2002,
p. 81).
Research and Information Sources

The use of Google Classroom, a free web service, developed by Google for schools
required research by all members of the team. Although two members had prior knowledge
of its functions, they never used it in actuality.
Then too, both quantitative and qualitative research methods were employed to obtain
information from the Ministry of Education and from pilot study participants. According to
Bryman (2007) when qualitative and quantitative findings are combined, an overall or
negotiated account of the findings can be forged.
Online surveys were more convenient during this pandemic. Surveys were created
using Jotform and sent via WhatsApp and emailed to participants. It was successful in
obtaining information about participants' prior knowledge and misconceptions. Online
interviews were conducted via Zoom, a video conferencing tool. This proved to be very
effective in obtaining participants' perceptions of the program as the poll feature in the Zoom
meeting room was used. The poll question asked, “Do you think that there should be a
professional development strategy towards online learning. Online discussions were used to
gain a better understanding of the school challenges, additional information on the
participants, and listen to any concerns about the use of technology. The sources of
information were teachers and officials from the Ministry of Education.
.

Reflective Writing
Trevor Queeley Reflection
I have heard many students indicating that they dislike group work. In contrast, I
welcome group work for some reason. I enjoy meeting the personalities, I welcome the
challenges of working with other peers, most importantly, I relish the learning experience that
each member brings. Enough about me, the team subdivided the assignment tasks based on
the assignment and coordinated through various mechanisms. The team understood the
assignment therefore knew who to contact to get information and or support needed to
complete their sections. We used WhatsApp as our main means of meetings and discussion,
in fact, that made communication efficient. Let’s face it we more often than not have our
phones with us. At the same time, communication peaked within the last 10 days of the due
date, I must admit, not the best strategy. Nonetheless, we pulled it off. Working with the
group helped with some innovative ideas for the assignment. It helped with the outcomes
because of the various views and interpretation of the instructions, this gave our assignment
the unique perspective it has now.
As for me, I managed to have my contribution within a reasonable time to allow the
others to build on it to develop and complete their section. I also used my strengths and built
the mock Google Classroom for our assignment. Therefore, understanding our strengths and
weaknesses helped to build our assignment. What I should have done was reacquaint myself
with the assignment instructions as the others were adding their sections to the document.
Jiva Niles Reflection
Having spent 4 years in the traditional university environment, I often make
comparisons between the former setting and the present online learning setting. One clear
similarity between the two environments is the impact that peer networks and collaboration
has on learning and survival within either setting. In the online environment, peer networks
and collaborative exercises are invaluable for developing alternative perspectives,
piggybacking on ideas, seeking clarification, inter alia. Similarly, participation in this group
exercise allowed me to experience the opportunities of peer collaboration just mentioned. For
instance, with peer feedback and the advent of YouTube, I was able to manipulate various
functions in Google Classroom, a Learning Management System. Moreover, the authenticity
of the exercise allowed room for concepts taught throughout the semester to be verified and
reinforced as mutual exchanges in communication transpired.
Of note this process was facilitated by finding means of communication and
technology to overcome the physical barriers of our various geographic locations. Through
telephoning, Whatsapp messaging and creating Google Docs, my colleagues and I were able
to make exchanges that aided in conceptualising the project requirements, delegating roles,
sharing critical feedback and completing the actual components of this project. Additionally,
maintaining respect for diversity and individual views were crucial for upkeeping team
dynamics. In contrast, the process would have been more efficient had an earlier start been
made to initiate the sharing of ideas and technical knowledge.
In sum, I would not have grown to the extent that I did, had I tackled this venture
alone. This is so as I better understand the steps of the Instructional Systems Design process
and components of Learning Management Systems. Furthermore, participation in this
exercise helped me to synthesize knowledge.
Latoya Tirbaynee-Thomas’ Reflection
The team members of my group were Jiva, Krisna and Trevor, all from different
islands. This was the first group project in my first term at open campus. I did not know what
to expect but it was a great experience. I suggested the topic, teammates agreed, and then
everyone was assigned an area of focus. We created shared google documents so that team
members can see the progress of each part of the project. Comments and feedback were
continuously added by teammates throughout the process. We were not always able to have
lengthy meetings but our communication was consistent and meaningful. To be quite honest,
we would not have achieved what we did without the dedication, diligence and tenacity of
members.
In my next group, I would not be hesitant to initiate early discussion. Earlier
discussion during this process would have cleared up the misconceptions I had about the
assessment and instructional strategies. It would have also caused me to focus my attention
on areas that required the most attention.
The collaborative learning was invaluable for me. I was fortunate to be in a hard
working group with members who have strengths that were needed. This project forced me to
think critically about the concepts learnt during this course. I have a greater understanding of
the processes and techniques used in instructional design and a look into the tedious task of
instructional designers.
Krisna Saunders’ Reflection
Overall this group worked well together. The topic on using google school was
suggested by one group member and everyone agreed. We had our first meeting using
WhatsApp where the topic was discussed and the work was divided up. A google doc was
created to allow each person to place their information. There was continuous conversation
through WhatsApp and comments made on the documents until it was complete.
A lot of things that were done in this group really worked and allowed us to get the
work done. The things that work were creating a WhatsApp group, working in a google doc
and assigning sections to members in the group. Like every assignment some sections are a
little heavier than others so some individuals might feel like they had more work but I do not
think this was a problem in this group. I personally worked on the assessment and feedback
section but I also had input in other sections during the discussions via WhatsApp.
I believe that the workshop on using google classroom will have a successful outcome
because of the diversity of our group. If you consider the strengths and weaknesses, the
determination to complete the work at a high standard and the plan to focus on their section
made this project successful. The only thing I feel that we could have done differently was
started a little earlier on the assignment so we can maximize all of our potential and time.
Appendix A
Training Needs Assessment Questionnaire
Wenger's Instructional Designers
Primary School Teachers of Trinidad and Tobago
Online Survey
1.I have you experienced online learning as
A teacher
A student
Neither
2.I have used online teaching tools
1 2 3 4 5
Once More than five times
3.Generally, I find online teaching useful
1 2 3 4 5
Mostly disagree Mostly agree
4.Generally, I found online teaching engaging.
1 2 3 4 5
5.Generally, I would like to increase the usage of my online teaching tools
1 2 3 4 5
6.In online teaching, I use (check all the boxes that applies)
LMS ( eg. Blackboard, Moodle, Google classroom or
similar products
Moocs
Websites
You tube
Social media (Facebook, twitter,
Whatsapp) other
7.In online teaching, I prefer using ( Check maximum two)
LMS ( eg. Blackboard, Moodle, Google classrom or
similar products)
Wikis
Website
You Tube or other hosting website
Social media ( Facebook, Twitter, Whatsapp or
similar products) other
Specify ______________________
Appendix B
Sample Interview
1. What do you feel are the top three benefits of online learning?
2. What do you feel are the top three challenges of online learning?
3. Do you think having sessions done online will benefit our students?
4. What are your school's policies on integrating technology in the classroom?
5. Is there anything else you would like to tell us about your transitioning your teaching
to online?
6. As a final question, there are a large number of responses to education organizations
moving to online learning. Below is one of these. Please provide your feelings on this
image.

Appendix C
Prerequisite Analysis

Appendix D
Task Selection Worksheet
Criteria Critical Universal Frequen Standardisat Difficu Tot Notes Prior
for Task ity ity cy ion lty al ity
Selection
40 pts 10 pts 10 pts 10 pts 30 pts 100
Workshee
pts
t
TASKS #1 #2 #3 #4 #5
Identify 20 2 1 3 2 28 Low 7
appropriat
Learning
Content
Managem
ent
System
(LCMS)
Establishe 15 8 0 6 19 48 moder 6
da ate
technical
support
system
for
students
and
teachers
Understan 37 5 2 9 20 73 high 4
d the
language
and other
technique
s used in
online
education
Identify 36 9 6 5 19 75 high 3
and use
other
online
technolog
y tools to
support
the
facilitatio
n of
online
learning.
Create 30 10 1 10 10 61 moder 5
accounts ate
for
participan
ts in
selected
LCMS
Demonstr 38 10 10 8 22 88 high 2
ate the
use of
LCMS
elements
effectivel
y to
facilitate
a course
design
Design, 36 10 9 8 26 89 high 1
develop,
evaluate
and
deliver a
complete
course
online
based on
appropriat
e grade
levels
Priority range Key: 0> 39 (low); 40>70 (moderate); 71≥ (high)

Appendix E
Learner Contextual Analysis Worksheet
-2 Greatly impedes
-1 Slightly impedes
+1 Slightly facilitates
+2 Greatly facilitates
Orienting Context
Learner Factors Learners ranging from school-aged to retirees -2 -1 +1 +2
(19 to 605)
Participants are from all grades and all public -2 -1 +1 +2
primary school in the federation
Training sessions incorporate learning styles -2 -1 +1 +2
visual, aural, read/write.
All participants are teachers, so they are aware of -2 -1 +1 +2
the organization’s principles.
Participants see this training workshop as a way -2 -1 +1 +2
of improving their use of technology skills.

Immediate All participants have access to media sources -2 -1 +1 +2
Environment Factors
Participants have access to stable and reliable -2 -1 +1 +2
internet access
-2 -1 +1 +2
Organizational Factors The organization has online training activity as -2 -1 +1 +2
one of its strategic activity

This training is fully funded by the Government -2 -1 +1 +2
of Trinidad and Tobago
New teachers are assigned to complete -2 -1 +1 +2
integration of technology in the classroom
Training will form part of the Ministry of -2 -1 +1 +2
education business continuity plan
Instructional Context
Learner Factors Learner have some basic or prior knowledge of the -2 -1 +1 +2
topic
Learners are prepared well to use modern -2 -1 +1 +2
information, communication, and learning tools

Learners are motivated self-starters who work well -2 -1 +1 +2
without constant supervision
Learners are able to use adaptive technologies to -2 -1 +1 +2
meet Individual student needs
Learners believe this topic is beneficial to their -2 -1 +1 +2
personal and professional lives
Learners are assessed through demonstration of skills -2 -1 +1 +2
Immediate Room is space is adequate, acoustics is good, quiet, -2 -1 +1 +2
Environment with no background distractions
Factors

Lighting in the room is adequate -2 -1 +1 +2
Equipment is sufficient for stream clear video and -2 -1 +1 +2
audio via online
Some equipment is not working effectively -2 -1 +1 +2
Organizational The organization provides written guidelines and -2 -1 +1 +2
Factors other support materials for the workshop, for
example, appropriate learning content management

system
Organization absorbs some training cost -2 -1 +1 +2
Participants are employed by public system or private -2 -1 +1 +2
school
The workshop training standards are policy supported -2 -1 +1 +2
Transfer Context
Learner Factors Participants will be able to deliver content to -2 -1 +1 +2
students via an online learning platform

Skills learned will have to be applied during the -2 -1 +1 +2
lockdown period
Participants will be taught to ensure that learning is -2 -1 +1 +2
transferred to their lessons effectively.
Immediate Transfer Opportunities: -2 -1 +1 +2
Environment Factors
Most content learned in training is applicable to
face to face teaching sessions.
Social support: -2 -1 +1 +2
Participants will get the materials and tools needed
to incorporate their students’ parents and
guardians.
Situational Cues: -2 -1 +1 +2
New employees will be mandated to take this or
higher level of online education training.
Organizational Transfer culture: -2 -1 +1 +2
Factors
Shared learnings can be replicated to the secondary
and private schools
Incentives: -2 -1 +1 +2
Staff are allowed to work from home or a suitable

environment that meets the online instruction
criteria.
All staff are issued laptops with relevant software. -2 -1 +1 +2
Appendix F
Google Classroom Invite
Greetings Dr. Hill,
Wenger’s Instructional Designers invited you to the class TNT Primary Teachers
Delivering Online Instruction.

If you accept, your contact information will be shared with the class members and
applications they authorize to use Classroom. Learn more
Forward to only those you trust. Anyone with this email may be able to accept the
invitation.
Class code: Cfkd7ox
References
Alberta Learning. (2002). Instructional strategies [PDF file]. Retrieved from
https://education.alberta.ca/media/482311/is.pdf
Centers for Disease Prevention and Control. (2016, November 22). National center for
immunization and respiratory diseases (NIRD). Retrieved from
https://www.cdc.gov/ncird/index.html
Chalk. (2019, September 7). 3 peer review strategies to foster student engagement. Retrieved
from https://www.chalk.com/resources/3-ways-peer-review-can-build-student-
engagement/
Drew, C. (n.d.). Guided practice (I do we do you do): examples and definition. Retrieved
from https://helpfulprofessor.com/guided-practice/
Driscoll, M. P. (2013). Psychology of learning for instruction. Harlow, GB: Pearson
Education.
George Mason University. (n.d.). Procedural Task Analysis. Retrieved from
http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/procedural_analysis.htm
John Hopkins Center for Systems Science and Engineering. (2020). Dashboard by the center
for systems science and engineering (csse). Retrieved from
https://www.arcgis.com/apps/
opsdashboard/index.html#/bda7594740fd40299423467b48e9ecf
Killian, S. (2019, July 2). 6 high impact teaching strategies. Retrieved from
https://www.evidencebasedteaching.org.au/high-impact-teaching-strategies/
Lee, C. (2014). Worksheet usage, reader achievement, classes’ lack of readiness, and science
achievement-a cross sectional study. Journal of Education in Mathematics Science
and Technology. 2(2), 96-106. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1066356.pdf
Lumen. (n.d.). Direct instruction. Retrieved from https://courses.lumenlearning.com/
educationx92x1/chapter/direct-instruction/
Professional Learning Board. (n.d.). Why should we encourage students to write journals.
Retrieved from https://k12teacherstaffdevelopment.com/tlb/benefits-of-journaling-in-
the-classroom/
Reigeluth, C. M., & Carr-Chellman, A. A. (2009). Instructional-Design Theories and
Models:
Building a Common Knowledge (Vol. 3). New York, NY: Taylor and Francis.
Solanki, M. R. (2014). Developing instructional multimedia module incorporating Gagne’s
nine events of instruction. The Journal of Education, 2(1), 1-16.

University of Boston. (n.d.). Using case studies to teach. Retrieved from
https://www.bu.edu/ctl/teaching-resources/using-case-studies-to-teach/
University of Bristol Educational Support Unit. (n.d.). What is an online tutorial?. Retrieved
from https://www.bristol.ac.uk/esu/media/tutorials/design-principles/page_02.htm
University of Westminster London. (n.d.). How to use handouts effectively?. Retrieved from
http://www2.wmin.ac.uk/mcshand/TEACHING/handouts.html
World Health Organization. (2020, April 20). Rolling updates on coronavirus disease (covid-
19). Retrieved from https://www.who.int/emergencies/diseases/novel-coronavirus-
2019/events-as-they-happen
Yukon Department of Education (2015). Student Support Services Manual. Retrieved from
http://www.education.gov.yk.ca/pdf/schools/
SSS_Manual_F_School_Based_Assessment_Process.pdf

Edid 6505 Wengers Final Group Project

Uploaded by

Copyright:

Available Formats

You might also like

Edid 6505 Wengers Final Group Project

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Edid 6505 Wengers Final Group Project

Uploaded by

Copyright:

Available Formats

Running head: INSTRUCTIONAL UNIT

EDID 6505 Mini-Group Project

Instructional Unit on Using Google Classrooms

Trevor Queeley, 311101157

Latoya Thomas-Tirbaynee, 320018816

Krisna Saunders, 320021639

Jiva Niles, 320037892

University of the West Indies- Open Campus Anguilla

Justification for Training Teachers Online................................................................................8

Data Collection Methods............................................................................................................9

Course Goal and Objectives.....................................................................................................12

Application Assessment Items.................................................................................................13

Gradebook and Rubric for Grading......................................................................................20

outlines its descriptors..........................................................................................................20

Learner Context Analysis.....................................................................................................24

Lesson 1-Creating a Google Classroom (set up)..................................................................24

Lesson 2-Creating a Quiz via Google Classrooms...............................................................27

Lesson 3-Creating Gradebook and Rubric...........................................................................29

Review of the Process..............................................................................................................31

Data and Feedback from Using Materials with Pilot Users.................................................31

Instructional Strategies Tables.............................................................................................33

Research and Information Sources...........................................................................................47

Trevor Queeley Reflection...................................................................................................49

Jiva Niles Reflection.............................................................................................................49

Latoya Tirbaynee-Thomas’ Reflection.................................................................................50

Krisna Saunders’ Reflection.................................................................................................51

Task Selection Worksheet....................................................................................................57

Learner Contextual Analysis Worksheet..............................................................................62

Google Classroom Invite......................................................................................................68

Wenger’s Instructional Designers, have been contracted by the Ministry of Education

passed regulations to reduce social gatherings.

Instructional strategies were developed based on David Merrill’s First Principle.

view into what to expect.

In late 2019, an infectious disease called coronavirus, COVID-19, was first

aches, sore throat or unexplained loss of taste or smell.

underlying medical problems like cardiovascular disease, diabetes, chronic respiratory

Control and Prevention, 2016).

and aggressive actions in an effort to curtail this disease.

continue to deliver instruction to their students virtually.

tasks and responsibilities, the causes, and solution.

activities, instruction and assessments for Primary School students.

In piloting this program, a target audience of 14 Participants from the Tranquillity

infant teacher who has an Associate Degree in Education.

Justification for Training Teachers Online

issued login credentials.

The workshop requires 3 contact hours to successfully complete the training.

Data Collection Methods

participants' prior knowledge and misconceptions of online learning.

discussion is to gain a better understanding of the school challenges, additional information

Understanding the organisation’s culture.

 100% of Participants can use google classroom

documents and videos.

interesting, easier to understand, and enjoyable for their students.

 100% of Participants have an education department assigned Gmail accounts.

 40% of Participants have online teaching experience.

 100% of Participants are ready and available for online training.

 There must be continued access to quality education