Design Document for

Getting Started with Edpuzzle in the Classroom

By Laura Beckman
https://laurabeckman.weebly.com/
Purpose of the Classroom teachers are facing an unprecedented
Course challenge in serving the needs of their students in the
classroom. One way to tackle the issues of students
missing class and being at different levels of
understanding is to make classroom learning more self-
paced and to have direct instruction be available
asynchronously outside of the classroom. Enter Edpuzzle.
Edpuzzle is a free platform for designing interactive videos
that allow students to learn anywhere at any time. These
videos can be teacher-recorded or can be created from
existing videos online. With lessons taking an interactive
video form, teachers can use instructional time to meet
with small groups of students or individual students to
support their learning on a more personalized level.

Training educators in how to effectively use Edpuzzle in

the classroom will allow for the following:
 Increased teacher confidence in using a new tech
tool for learning
 Increased teacher success in differentiating
instruction
 Freed up instructional time to work with students in
small groups and individually as needed
 More accessible learning for students who are
absent
 Lessons that students can rewatch as many times as
needed and can complete at their own pace
 Narrowed achievement/opportunity gap among
students
 Increased learning capacity for all students
Audience The primary audience is K12 classroom teachers between
Description the ages of 22 and 65 with varying levels of experience
and confidence in using technology in the classroom. All
learners are certified educators with a minimum of a
bachelor’s degree in education and have experience in
leading lessons and working with students at their
designated grade levels, whether during college or during
past work experience. Learners span the spectrum of
experience in education from first-year teachers to 20+
year veterans. Some have had experience working in
various other districts, states, and countries while others
have only worked for Sun Prairie their whole careers.
Ethnicity and race of learners are diverse with people
identifying as white, Latino, Black, Native American, Asian,
Pacific Islander, and African. All have at least basic
proficiency in the English language.

As educators, all have access to creating teacher accounts

in Edpuzzle.

Many learners are coming into this school year and this
course after having endured a few intense years of
pandemic teacher and having to learn new technology on
the fly and on demand and having to “pivot” their
instructional strategies and structures multiple times a
semester. New technology and new instructional
strategies may not be their favorite topics right now.

Major Course Terminal Objective 1: Summarize how interactive video

Objectives lessons in Edpuzzle can help students and teachers in the
(Terminal classroom.
objectives for the
whole course) Terminal Objective 2: Identify components of their
existing curriculum that are suitable for transforming into
an interactive video lesson.

Terminal Objective 3: Create a short video lesson

between 2-10 minutes long on Edpuzzle that is
 customized with embedded questions and notes.

Terminal Objective 4: Assign a video lesson on Edpuzzle to

students through Google Classroom.

Terminal Objective 5: Locate student answers and

assessment data in Edpuzzle.
Course Enabling  Explain in their own words how Edpuzzle video
Objectives lessons can be used to address the needs of students
(Enabling who are absent from school.
objectives for the  Explain in their own words how Edpuzzle video
whole course) lessons can be used to differentiate curriculum for
students.
 List a minimum of two possible qualities of traditional
lessons that indicate they may be suitable to
transform into interactive video lessons.
 List the steps for signing up for an Edpuzzle teacher
account.
 Describe how to access and select an existing video
(available on YouTube or within the Edpuzzle
Community) for to use as the basis for a particular
interactive video lesson.
 Input an original video, recorded or uploaded, as the
basis for an interactive video lesson.
 Cut or trim the base video to keep it under 10
minutes long.
 Embed questions and notes into an interactive video
lesson.
 Add Google Classroom classes to their Edpuzzle
teacher account.
 Modify settings for due dates, skipping, and closed
captioning in an Edpuzzle assignment.
 Assign an Edpuzzle video lesson to select students
through Google Classroom.
 Explain how to access and grade open-ended
questions in Edpuzzle assignments.
 Explain how to access student progress data and the
 gradebook in their Edpuzzle classes.

Learning There is an informal assessment of learning at the end of

assessment for this short workshop with learners sharing the video lesson
entire course that they have created during the session or describing
what they plan to create with their new understanding of
the Edpuzzle platform. This is small group discussion
based.
Instructional The workshop will be delivered in a blended learning
Delivery method environment including online lessons through the
for the whole Edpuzzle platform itself and in-person instructor-led
course: demonstrations, discussion, and collaboration. Using the
blended/hybrid, platform as learners will help teachers see both sides of
fully CBT tool and understand what their students will experience.
Having in-person demonstrations and discussion allows
for clarification about any points of confusion and gives
learners the chance to gain perspective from their peers.
Working as department teams could be especially
beneficial in sharing ideas and sharing the workload of
creating lessons that might serve multiple classrooms.
Course Structure The workshop is broken into two main modules: one
Description focused on learning about the value of and potential for
using Edpuzzle in the classroom (based in interactive video
format) and the other focused on walking through the
steps of creating, assigning, and assessing a video lesson
(live demonstration and practice).
Estimated seat Approximately 90 minutes
time of course
RLO Enabling  Describe how to access and select an existing video
Objectives (available on YouTube or within the Edpuzzle
Community) for to use as the basis for a particular
interactive video lesson.
 Input an original video, recorded or uploaded, as the
basis for an interactive video lesson.
 Remove unnecessary parts of base video by cutting or
trimming it keeping it under 10 minutes long.
 Embed questions and notes into an interactive video
 lesson.

Learning 7 knowledge checks with multiple choice, true/false, drag-

assessment for RLO and-drop response and feedback

Example:
If you see an existing video lesson in the Edpuzzle Community area
of the site that seems to be a perfect match for your lesson and
you want to use it for the basis of your own lesson you should…
(select all that apply)
a. Click on it and select the “Copy” option at the top right corner
of the screen to make a copy to save to your content to edit
later.
b. Click on “Edit” and it will make a copy of the video
automatically to edit in the moment
c. Click on it and select “Save”
d. Click and drag it to the left-hand navigation bar to add it to
your library.

Instructional Tutorials, drills, scenario-based learning

Strategy for RLO
Expected 9/19 – Draft of design document to be peer reviewed
Milestones/due 9/26 - Screen and content design due
dates 10/3 – Storyboard and peer review due
10/3 – Decision about development tools
10/10 – Design document to be completed
10/21 – Finalize RLO and ePortfolio
10/21 – Reflection paper
RLO Outline See Appendix A.
Media  Screen-recorded videos with audio walking through
procedures of building an interactive lesson on the
Edpuzzle online platform
 Text providing context for decisions to be made in
creating Edpuzzle video lessons
 Labeled screenshot images to aid in navigation on
the Edpuzzle site
 Maybe an embedded survey to gather feedback
about effectiveness?
508  Variable-sized screen display
Accommodations  Captions to go with audio of video tutorials
  Enlarged clickable boundaries for selecting buttons
or response items on a screen
 Mouse and keyboard navigation
 Not relying on color alone for communicating
information
 Using labels and borders on form fields
RLO Navigation - Main menu sidebar for navigation from one page to
the next
- Forward and backward buttons within each lesson
section
- If possible, save progress feature to be able to
pause and return later
- Keyboard arrow and space bar controls function
along with mouse clicks to navigate forward and
backwards and select knowledge check quiz
responses
- Links to further tutorial support from Edpuzzle site
at the end
RLO Flowchart See Appendix B below
Estimated seat Approximately 20 minutes
time of RLO (aim
for 20 minutes)
Screens/Pages in 45
RLO
Knowledge Checks Estimated number of knowledge checks or other
or Other interactions
Assessments or
Practices for RLO __3__Dichotomous (T/F, Y/N, etc.)
__1_Multiple Choice
__2_Multiple Select
_1__Drag and Drop
____Custom – describe; if appropriate, supply
flowchart in an Appendix and reference it here.
____Other – describe
Rollovers/click Estimated number of individual rollover or click event
events
 items/objects, outside of navigation elements
__5__Rollovers
__25__Click Events
Screen Layouts for See Appendix C.
RLO
Development Tools Storyline 360, Zoom, Edpuzzle
for RLO
Ownership Laura Beckman in the owner (portfolio project)
Development Time 30 hours
of RLO
Support Edpuzzle educator account access, SME for Edpuzzle
requirements for
RLO and course
Project Please sign below indicating agreement with the proposed
Sign-off [optional] course plan and approving start-up of the storyboard and
development phases.

Instructional Designer Date

Project Manager/Sponsor Date

Appendix A

Edpuzzle Video Lesson Building RLO Outline

1) Decide on whether to use a video that already exists in Edpuzzle or on YouTube or to create your
own original video.

a) There are three main options in creating a video lesson: find and use an existing video in
Edpuzzle or YouTube, upload a video, or record a video on the spot.

b) To decide on which option to go with, you should browse the pre-created lessons first in
Edpuzzle by clicking on “Discover” in the menu on the left side of the main screen and scroll
through or use the search bar at the top to see what is available under “Community” (lessons
created by other Edpuzzle teachers), “My School” (lessons created by other teachers at your
school), or “YouTube.”

i) The “My School” option may say “My Network” if your whole district is enrolled.

ii) If you want to see all the videos created by a specific teacher at your school, you can click on
“My School” on the left side menu and then select a teacher that is listed on the page. This
will show all the videos that this person has created.

iii) You can also copy and paste a specific YouTube link directly into the search bar.

c) If you see a video you are familiar with or that has a title that seems to relate to your learning
objective, you may want to explore it as an option. If it turns out to be a perfect match for your
lesson, click on it and select the “Copy” option at the top right corner of the screen to make a
copy to save to your content to edit later. You can also click on “Edit” and it will make a copy of
the video automatically to edit.

i) You can see all the videos you have selected at any time by clicking on the “My Content”
option in the menu on the left sidebar.

d) If an existing video is not going to work, you have the option to upload a video from your
computer or Google Drive or use the Edpuzzle Chrome Extension to complete a screenrecording.

i) Visual cue: Recorded lessons should be no longer than 10 minutes and focused on a single
topic. If too long, the video can still be trimmed in the editing stage.

2) Edit the video to customize the content and make it interactive for students.

a) Go to your “My Content” page to find and click on the video you want. Then click on “Edit” in
the top right of the screen.

b) Watch the video all the way through and identify places that you want to cut, embed questions
(multiple-choice or open-ended) for student response, or add additional notes for students.

i) To trim the beginning or end of the video shorter, select “Cut” from the options above the
video. Then click and drag the beginning or end of the blue bar under the video to the
desired place you want to start or end the video. To cut a portion out of the middle of the
 video, click on a location on the blue bar and then click on the “Add cut” button just above
the blue bar. Then click and drag the pieces made from the blue bar. The gray sections will
be cut from the video lesson.

ii) To embed questions or notes anywhere in the video, click on “Questions” located above the
video. Then move the slider on the video progress bar to the location where you want to
stop and embed the question or note. Select from “Multiple choice question,” “Open-ended
question,” or “Note.”

(1) Multiple-choice questions are great for checking student understanding. Type in the
question and the answer options in the boxes provided. Then select the checkmark next
to correct answers.

(a) You can also include immediate feedback to help your students by clicking on where
it says “Feedback” in the bottom right corner of the answer box to toggle to a new
textbox where you can type in helpful comments about the correct or incorrect
choices students make. Clicking on where it says “Question” in the corner again, will
take you back to the question and answers text.

(b) Multiple-choice questions will be automatically graded.

(2) Open-ended questions encourage critical thinking and self-expression. Simply type in
the question in the box provided and hit “Save.”

(a) You can also allow for audio responses to let students record their answers verbally.

(b) Open-ended questions must be reviewed and scored manually.

(3) Adding a note is useful for including extra information in the form of a written comment,
an audio note, images, formulas, external links, or a combination of these to make
things as clear as possible for students.

(4) Click “Finish” in the top right corner of the screen to save your edits.
Appendix B
Appendix C

Screen Layouts

Title:

Content/instructional screens:

Knowledge checks:
Scenario-based activity: