Online Education Tools

Allen, Andrea
Instructional Design I
Mississippi State University
TABLE OF CONTENTS

ANALYSIS……………………………………………………………………………………………………………….……….……….………………3

INSTRUCTIONAL GOALS …………………………………………………………………………………………….………..…….……………4

ANALYSIS ………………………………………………………………………………………………………………………………….…………...3

LEARNER CHARACTERISTICTS………………………………………………………………………….………………………………….. …4

PERFORMANCE CONTEXT……………………………………………………………………………………………………………………...6

DESIGN CONTEXT ANALYSIS……………………………………………………………………………………………………………………7

INSTRUCTIONAL DESIGN………………………………………………………………………………………………………………..………8

OBJECTIVES………………………………………………………………………………………………………………..….………………………8

SCOPE MAP……………………………………………………………………………………………………………………………………………8

SCOPE DESIGN…………………………………………………………………………………………………………….…………………………9

SEQUENCING…………………………………………………………………………………………………………………………………………9

MEDIA DESIGN………………………………………………………………………………………………………………………………………13

LAYOUT…………………………………………………………………………………………………………………………………………………14

NAVIGATION………………………………………………………………………………………………………………….………………………14

TYPOGRAPHY…………………………………………………………………………………………………………………………………………15

BACKGROUND………………………………………………………………………………………………………………………….……………15

IMAGES…………………………………………………………………………………………………………………………………………………15

VIDEO……………………………………………………………………………………………………………………………………………………15

AUDIO……………………………………………………………………………………………………………………………………………………15

ANIMATION………………………………………………………………………………………………………………………………..…………16

INTERACTIVITY……………………………………………………………………………………………………………………….………………16

TRANSISTIONS…………………………………………………………………………………………………………………………….…………16

FORMATIVE EVALUATIONS………………………………………………………………………………………………………….…………17

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 ANALYSIS:
__________________________________________________________

PERCEIVED NEED

CURRENT INTERVENTIONS IDEAL

- CBT on web-based
educational tools
Instructional Staff Instructional Staff are
are not comfortable - Instructional Videos comfortable with
with their ability to integrating online
integrate online - Lunch and Learn technology in
technology into their instruction.
classrooms. - Hands on Practice

- Technology Support Staff

Instructional Staff across my school district lack the confidence and ability to efficiently integrate technology into
their classroom curriculum. Before covid-19 most of our classrooms shared one cart of chrome books for the school.
With the lack of devices most teachers used the devices for benchmark testing or accelerated reader at a schedule
time of use. Due to funds received from the state and federal government our school district was able to purchase
an iPad for each student and teacher in our district. Without the proper training and support in place teachers that
have issues with technology integration get frustrated. When the teachers get frustrated their use of technology
drastically declines and they no longer use the many resources available to them on the internet. Teachers need
proper training and support to help teachers keep up to date with emerging technology and any support issues that
may arise during the school year. To fill the gap in knowledge incoming and current teachers will use the computer-
based training (CBT) on which educational online tool will help them complete the task needed.

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INSTRUCTIONAL GOAL
________________________________________________________________

This CBT will provide incoming and current teachers with an instructional resource to know which online educational
tool they should use. Throughout the performance context the learner will cover different modules that focus on
Google Apps, Classroom Management, Instructional Games, Communication Tools and Videos/Animations. With
visual interactions and knowledge in each module the learners will gain knowledge and confidence on which
resource to use. The information gathered from the CBT will allow the learner to properly pick out the correct web
based instructional resource to use in their lesson to allow the student to master their objectives. The tools available
to the learner during the instruction include images, text and videos. The CBT will be available via a computer or
iPad.

LEARNER CHARACTERISTICS
________________________________________________________________

CATEGORY LEARNER IMPACT ON

CHARACHTERICS INSTRUCTION

AGES 21 OR OLDER INSTRUCTIONS SHOULD BE

GENERAL TO ALLOW ALL
LEARNERS TO LEARN

EDUCATIONAL LEVELS 1ST YEAR TEACHER AND ABOVE THE CBT CONTENT SHOULD
BE DESIGNED TO ENSURE ALL
LEARNERS WILL BE ABLE TO
UNDERSTAND THE CONTENT.

CULTURAL DIVERSITY ALL CULTURES THE CBT WILL BE DELIVERED

AND
ETHNICITIES ARE EXPECTED. IN ENGLISH, BUT ALL CONTENT
THE PREDOMINANT WILL BE DIVERSE.
LANGUAGE IS ENGLISH.

LEARNING PREFERENCES CBT IS FOR ALL LEARNING VISUAL LEARNERS WILL

PREFERENCES INTERACT WITH THE IMAGES.
VERBAL/WRITTEN LEARNERS
WILL BENEFIT FROM THE TEXT

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 CONTENT. AUDIOVISUAL
LEARNERS WILL BENEFIT FROM
THE VIDEOS.

ENTRY KNOWLEDGE & BASIC COMPUTER LEARNER NEEDS TO KNOW

SKILLS: CONTENT KNOWLEDGE PREFERRED HOW TO NAVIGATE
COMPUTER TO START CBT
PROGRAM.

MOTIVATION & ATTITUDES: LEARNERS WILL BE SUCCESSFUL COMPLETION OF

CONTENT MOTIVATED BY THE DESIRE TO THE CBT WILL ALLOW THE
GAIN KNOWLEDGE ON ONLINE LEARNER TO KNOW WHICH
EDUCATIONAL TOOLS ONLINE EDUCATIONAL TOOL
TO USE IN INSTRUCTION.

ENTRY KNOWLEDGE & BASIC COMPUTER LITERACY INSTRUCTIONS AND

SKILLS: POTENTIAL DELIVERY NAVIGATION BUTTONS WILL
SYSTEMS BE PROVIDED TO ALLOW THE
LEARNERS NOT FAMILIAR
WITH A CBT THE CAPABILITY
TO COMPLETE IT.

MOTIVATION & ATTITUDES: EASIEST WAY FOR MANY MORE EFFICIENT THAN USING
POTENTIAL DELIVERY LEARNERS TO GAIN A PAPER HANDOUT. THE CBT
SYSTEMS KNOWLEDGE FROM THEIR IS INTERACTIVE AND ALLOWS
OWN DEVICE THE USER TO EXPLORE EACH
MODULE AS MANY TIMES AS
THEY LIKE.

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PERFORMANCE CONTEXT
________________________________________________________________
CATEGORY PERFORMANCE CONTEXT DESCRIPTION

Performance Description Skills from the CBT will be used by all

teachers at the beginning of the school
year. New teachers that come in during the
school year will use the CBT. CBT can be
used for refreshing skills at any time during
the year.

Performance Environment Physical Aspects of Site: Online educational

tools can be used onsite and at school and
at home.
Personnel Involved: In a school building, all
instructional staff

Social Aspects of Site: Learners will work

individually to complete the CBT. Each
learner will then be able to train students
as needed in the use of the tools.

Manager/ Supervisor Support Local School Technology Contacts will be

available for support and district
technology support staff

Other Resources and Support This CBT will be available online for all staff
to access as needed.

Workplace Assessment of Performance CBT assessment will be completed in the

form of feedback from users.

Relevance of Knowledge/ Skills to CBT is very relevant to the learner; the CBT
Workplace will provide the learner with needed
knowledge on which tool to use.

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DESIGN CONTEXT ANALYSIS

________________________________________________________________
CATEGORY DESIGN CONTEXT DESCRIPTION

SME Angie Gray is an expert when it comes to

integrating online educational tools into
her classroom. Angie has 25+ years in the
classroom and is also a Google Certified
Teacher and Apple Certified Teacher.

DESIGN TEAM Andrea Allen will act as the following:

Instructional Designer

SUPPORT STRUCTURE
• Content Editor
• Multimedia Specialist
• Programmer
• Graphic Artist
Currently enrolled in course to give
instruction and support on creation of CBT.

CONTENT RESOURCES SME, Andrea Allen, online images, online

videos and other online resources

TECHNICAL SKILLS Text editing, graphic design

EQUIPMENT Computer, Adobe Software, Microsoft

Office

COST MacBook Pro - $1500, Adobe Creative

Cloud Suite - $329.00 yearly, Microsoft
Office – 70.00

TIME Estimate 105 hours for all components of

CBT

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 Instructional Design

Objectives
1. The learner will learn which online tool they should use to complete their tasks.

2. The learner will gain skills on different online tools available to use in the classroom.

3. The learner will gain confidence in themselves on which online tool will work best for a task they want to
complete in the classroom.

Prerequisite Knowledge
The learner must be able to get on the internet using an internet browser.

Scope Map
Videos and Communication
Google Instructional
Games Animation Tools
Workspace LMS

Quizlet Screencastify Class Dojo

Google
Docs

Canvas Prodigy Math iMovie Remind

Google
Sheets YouTube
Quizizz Seesaw
EDU

Google
Google Classroom Kahoot
Forms edpuzzle Talking Points

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Scope Description
The learner will start out at the main menu and have the option to select Google Workspace, LMS, Instructional
Games, Videos and Animation and Communication Tools. When the learner selects Google Workspace they will then
have the option to select Google Docs, Google Sheets or Google Forms. When the Learner selects LMS they will then
have the option to select Canvas or Google Classroom. When the learner selects Instructional Games they will see
the Quizlet information, the learner will then have the option to select Prodigy Math, Quizizz or Kahoot.

When the learner selects Videos and Animation the will go to Screencastify slide then iMovie, YouTube EDU and
edpuzzle. When the leaner select Communication Tools they will see the slide on Class Dojo and then Remind,
Seesaw and Talking Points.

Sequencing
This CBT follow the class relations sequencing with the introduction of the module and the different content covered
in five modules off the main content slide. For example, Google Workspace is described before the learner goes into
Google Docs, Google Slides or Google Forms.

Lesson Format
Category Learner Characteristics Impact on Instruction

Pre-Instructional Strategies Motivating Learners Attention:

Concreteness:
Advance Organizer
Throughout the CBT, images,
videos and content will be used
Stimulating Recall of to engage the learner and to
Prerequisite Skills provide them understanding on
what each tool will do.

Variability:

The learner will be able to watch

videos, view images and interact
with different slides in the
modules.

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Relevance:

Experience:

Learners need to know how to

access the internet via a web
browser.
Future Usefulness:

Learners will be able to

determine which online tool will
work best for the task they want
to complete in their classroom.

Confidence:
Learning Requirements:

The CBT will contain short

quizzes after a few modules to
help with learning retention. For
mastery, the learners will be
given a final assessment where
they have to score 75% or
higher.

Self-Confidence:

The CBT interface was designed

to be easy for the user to
navigate. The CBT has directions
on the first few slides so the
learner knows how to use the
CBT.

Satisfaction:

Reward:

When the learner completes the

modules and final assessment

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 with a passing score the user is
awarded a certificate.

Advance Organizer The main menu slide and the

module slides were designed to
be easy to use for the learner.
Each slide includes navigation
buttons and a x button to exit
the CBT at any point.

Stimulating Recall of Stimulating recall of

Prerequisite Skills prerequisite skills will not be
necessary throughout the CBT.

Content Presentation Content Presentation The CBT was designed to be easy

to use for the learner. The CBT
begins with a main menu slide
with an introduction of the CBT.
The main menu has five
different modules and a quiz
that link off of it. The Google
Workspace Module covers
Google Docs, Google Sheets and
Google Forms. The LMS module
cover Canvas and Google
Classroom. In Instructional
Gams module covers Quizlet,
Prodigy Math, Quizizz and
Kahoot. The Videos and
Animation module covers
Screencastify, iMovie, YouTube
EDU and edpuzzle. The
Communication Tools module
covers Class Dojo, Remind,
Seesaw and Talking Points.

Learner Participation Practice The learners will take practice

quizzes after the Google

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 Workspace Module and the
Videos and Animation Module.

Feedback Learners will be told whether

the answer selected was correct
or incorrect.

Assessment Posttest Once the learner has completed

all modules in the CBT the
learner will complete a post
assessment of 11 questions. The
learner must complete the post
assessment with 75% or higher
accuracy.

Follow-through Transfer Statement Statement:

After completing the CBT the

learner will be able to select the
correct online tool to use
effectively in their classroom.

Location:

The transfer statement will be

located on the credits screen of
the CBT.

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Media Design

This CBT was designed with the learner in mind. All slides except for the quiz question have the
same background and font design. Each slide has a header box with the tilt of the slide and a exit
button to exit the CBT. Since the background is dark the font is white so it will stand out to the
learner. Any directions are in a bright blue color so they will stand out to the learner. Each slide
has navigation buttons to the main menu and previous slide.

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Navigation

1. Design decisions:
a. Links – The following buttons are linked to the destination to promote a user friendly
CBT.
i. Exit button – linked to close the CBT completely but pop up the credits.
ii. Back arrow – linked to return to previous slide.
iii. Forward arrow – linked to continue to next programmed slide
iv. Home button – linked to return to main menu
v. Quiz submit button – linked to continue to next question, if quiz is completed it
will link to score slide. If the quiz is passed it will link to certificate slide.
vi. Text Entry box submit button – linked to begin the final assessment

b. Location

Exit buttons are located in the top right corner of each slide to exit the CBT. Navigation
buttons are located in the bottom part of the slides except for on the Instructional Games
slide the Main Menu button is located in the top left corner of the slide.

c. Shape

The navigation button is an arrow that is used to represent the user to move forward to
the next slide or back to the previous slide. The main menu button is a version of the
home button on a Mac so I used it since it was a CBT talking about tools you can use on a
computer. The menu buttons have rounded ages with a dark grey color and dark font so
the learner has an easy time reading them.

d. Color –

The main menu buttons are all the same light grey color (#D9D9D9). The navigation arrows in each slide
are all the same white color (#E8E8E8). The directions located on some slides are a light blue color(#1988E7)

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Typography

Design decisions: font name, size, color

The headings on each slide are in the same font of Arial Rounded MT Bold, size 28, and
color of black (#111111). The content on each slide are in font Open Sans, size 16, and
color of white (#FFFFFF). The font on the main menu buttons are in font Open Sans, size
16 and color of black (#111111)

Background

The background of the CBT is an image of an erased chalkboard. I chose this background
since the CBT focuses on tools that can be used in the classroom. The quiz slides has a
gradient dark blue that I chose out of the design tools named graphite.

Images

The CBT contains images of each software that was gathered via the internet by personal
searching or personal screenshots of the software. Icons of the software were pulled from
screenshots found online.

Video

There are a few videos throughout the CBT. The video in Google Docs was a user created
video. The videos on this slides for Canvas and Google Classroom were puled off the
internet. The video on the YouTube EDU module was found on the internet.

Audio
An audio clip was included for the animations of the main menu buttons.

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Animation

The main menu buttons were animated to play the audio clip with the learner hovers of
it with their mouse.

Interactivity

The learner has options to

Transitions

There were not transitions included in the CBT.

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Formative Evaluations

1. Formative Evaluation: Completely Edited Content & Evaluation Instrument Prototype

1

Overview

For the Completely Edited Content usability testing, one subject matter expert and two
users reviewed the modules and provided feedback to the designer. The SME and users
were only given the content so any feedback would help improve the content of the CBT.
After the SME and users reviewed the content they reviewed the evaluation instrument
questions. The SME and users provided feedback on the content and evaluation questions
to suggest any corrections or improvements that could be made.

Expert Reviewer

Angie Gray is a 25 year veteran teacher that teaches Algebra and computer science. Angie
has been vital in the implementation of our 1:1 iPad initiative at school and one of the
most knowledgeable in our school district on how to implement technology into a
classroom. Angie is an Apple Teacher, Google Certified Teacher and helps many teachers
in our district with technology integration.

Findings Resulting Changes

Google Apps is no longer the name of the suite Named changed to current name of Google
Workspace

Only Focus on Google Workspace Apps that Focused on Google Docs, Sheets, Forms and
teachers/ students would use Slides – Removed Google Calendar

Change the name of the module of Classroom Changed name from Classroom Management
Management to Learning Management Systems (LMS)

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Description of User 1

Mallory Johnson is in her 11th year teacher. Mallory currently teaches 4th grade but has
been in 3rd grade in previous years. Mallory teaches ELA to all 4th graders at her school.

Description of User 2

Shelia Buse is in her 18th year as a teacher. Shelia teaches 5th-6th grade Math to all
students in her school.

Findings Resulting Changes

Needs videos Videos were added to certain modules

Be sure you use terminology that beginner

learners will understand.

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Appendix A: Content Resource Citations

NUConline, director. Canvas Overview for Students. YouTube, YouTube, 19 May 2016,
https://www.youtube.com/watch?v=AXAAt5IATVI. Accessed 2 Dec. 2022.

Eduatgoogle, director. Classroom 101. YouTube, YouTube, 8 Jan. 2019,

https://www.youtube.com/watch?v=DeOVe2YV2Io. Accessed 2 Dec. 2022.

Rowe, Jodie. “Google Sheets Overview.” YouTube, 1 Aug. 2015,

https://youtu.be/GyOwlpHbK_g.

Mueller, Mickie. “Overview of Google Forms February 2016.” YouTube, 11 Feb. 2016,
https://youtu.be/2PRDD30mToQ.

G.Angie, SME, October 2022

J, Mallory, Usability Tester, October 2022

B, Shelia, Usability Tester, October 2022

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Appendix B

Cluster Analysis

G-Mail Google Docs Google Google Google Classroom Calendar

Chat/ Meet Sheets Drive

E-Mail Word Discussion Spreadsheet Backups Stream Schedules

Processor

Flags Share Web Folders Classwork Appointments

Conference

Contacts Collaboration Starred People Tasks

Grades

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Appendix C:

Edited Content

See separate Powerpoint

Appendix D:

CBT Flowchart

See separate Powerpoint

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