Part I: Identification of a Learning Problem

General Audience
My target audience is made up of eighteen third grade students ranging in age from
7 9 years old. These students have had no previous experience using
presentation software. They have had no previous keyboarding instruction. The
students have used a computer for online educational gaming and other educational
software including Accelerated Reader, Scoot Pad and Successmaker. Not all
students have access to a computer at home.
Problem Identification
Students need instruction in the most up-to-date technology skills. As technology
advances students need to become 21
st
century learners. The Common Core
Standards require students to be able to show understanding of various academic
skills using current technology. One way of meeting these requirements is through
the creation of computer based presentations.
After a discussion with the third grade teacher, it has been determined that third
grade students have not previously had exposure to creating an electronic
presentation. Third grade students will use PowerPoint presentations to show
acquired knowledge of third grade social studies standards. To solve the problem
of third grade students not having the skills necessary to create a PowerPoint
presentation an instructional unit is necessary. The instructional unit will present
information on 21
st
century digital tools and specifically show third grade students
how to create a PowerPoint presentation.
Instructional Goals
Students will be able to create a new PowerPoint presentation.
Students will be able to add text information to a PowerPoint presentation.
Students will be able to add images to the PowerPoint presentation.
Students will be able to save a PowerPoint presentation.


Part II: Learner Analysis
Introduction
The learners in this group of 3
rd
grade students attend an elementary school in the
Jackson County School District. There are 18 students that make-up the learner
group. There are 6 boys and 12 girls. The class consists of 3 African Americans, 2
Hispanics, 1 Multi-Racial and 12 Caucasians. The class has 16 students that are
labeled as economically disadvantaged and receive free or reduced lunch. There
are 3 students that receive special education services. Only 1 student has been
tested as Gifted. In the class 3 of the students live in a traditional family home
with a mother and father while 10 live in a home with only their mom. The class
has 5 learners that live with their grandparents. I used several methods to obtain
this information. Economic information was obtained from school lunch
applications. Demographic information was found in our student information
system and through an interview with the classroom teacher.
Entry Skills and Prior Knowledge
All learners can read on a third grade reading level.
All learners know their username and password and can log onto the
computer.
Prior Knowledge
All learners recognize letters on the keyboard.
All learners can locate the computer desktop.
This data was compiled through teacher observation of students in the computer
lab along with a pretest of prior knowledge skills. The pretest was administered by
using Smart Response Clickers. Results of the pretest showed 12 of the students
could locate various software programs on the computer while 6 of the students
could not locate all the software programs that were mentioned.
All 18 students could locate the network drive and a folder where images are
stored for student use.

Attitudes toward Content and Academic Motivation
After viewing a sample presentation, all students were excited about creating their
own presentation. Our school has a limited number of computers and all students
were excited to learn they would have the opportunity to spend extra time on the
computer. Not all students have computers in their home.
Students were excited to learn that the presentation will be based on research they
have completed. They will be adding textual information along with pictures.
When asked about completing a presentation 15 of the 18 students understood that
they would be adding text along with pictures to make their presentation. The
other 3 students wanted to know if they could just add pictures for the project.
Information on the attitudes toward the content and motivation were collected
through teacher observation and learner interviews.
Educational Ability Levels
This group of learners has no state test data available but looking at report card
grades I found that 14 students were meeting the requirements for basic language
arts skills. 3 students had exceeded the requirements in language arts and 1 student
had a did not meet in the area of language arts. Computer skills for the group of
learners are average with all students having knowledge of how to log onto the
computer and locate some software along with the network drive where pictures
are stored. This information was compiled by viewing previous report cards and
teacher observation.
General Learning Preferences
Teacher observation shows that all students like working on the computer. They
also are more motivated when using the Smartboard for activities along with the
Smart Response System. They are a group of learners that like hands on activities
opposed to teacher lecture.
Attitudes toward Teachers and School
During the interview about teachers and the school they attend all students liked
their teacher. 3 students out the 16 did not like to come to school. Those 3 students
think school is too hard and would like to stay home with their younger brother or
sister.
General Characteristics
Benton Elementary is located in the eastern part of Jackson County. The income
level on the eastern side of the county is substantially lower than the western side
of the county. The percentage of students that receive free or reduced lunch is also
much higher. Benton Elementary is a Title I school. The age range of the students
is between 7 and 9 years old. All students act appropriately for their age. Because
of the lower economic level the school does provide many of the school supplies
that the students need. Students are appropriately dressed each day. All 18
students speak English proficiently but in the 2 Hispanic households both parents
do not speak English. All students are actively involved in the class setting and are
motivated to complete all tasks.













Part III: Task Analysis
I used both the topic analysis and procedural analysis when I conducted my task
analysis. The majority of my task analysis outline will focus on the procedural
analysis which consists of a step-by-step procedure but I also saw the need to
define some subject matter discussed in the topic. To ensure I had defined each
step of the procedural analysis I created a sample presentation as I wrote my
outline.
Keeping in mind my step-by-step outline, next I created a list of content structures
that would be needed for the task analysis. To begin my content structure outline I
defined the term 21
st
Century digital tool and online presentation these are
considered facts in the content structure of the task analysis. After presenting the
content structure facts I then looked at the procedure needed to complete an online
presentation.
During the procedural analysis, the key attitudes were enthusiasm and confidence.
The students are excited about working on the computers and have a great deal of
confidence in their technology skills.
After both the step-by-step outline and the list of content structures was complete I
then created my task analysis outline using information from both sources. The
topic analysis information is found at the beginning of the task analysis because it
presents the background knowledge needed. The procedural information is
presented next to ensure knowledge of how to complete the online presentation.
Task Analysis Outline
1. Define 21
st
century digital tools.
1.1 Definition - Tools used to increase student development of college and
career-ready skills in communication, critical thinking, problem-solving,
collaboration, innovation, and critical thinking
1.2 Examples of 21
st
century digital tools PowerPoint, Prezi, voice thread,
and iMovie



2. Define and list parts of an online presentation
2.1 Definition slideshow with text, images and animation that can be
placed on the internet.
2.2 List of parts in an online presentation title text box, text box, image

3. Open PowerPoint
3.1 .1Locate PowerPoint icon on desktop
3.2 .1Double click icon

4. Add the Title of the Presentation on the first slide
4.1 Click Click to add title to add the title of the presentation.

5. Adding a New Slide
5.1 Click the Home button
5.2 Click the arrow beside New Slide to select the type of slide you need
to insert

6. Adding information to your slide.
6.1 Click Click to add title to add your slide title
6.2. Adding a text box to the slide.
6.1.1. Click Insert then text box to add the text box
6.1.2. On the slide drag the curser to form the text box
6.1.3. Click inside the text box to enter text
6.3 Adding an image to the PowerPoint
6.3.1 Click Insert then Picture to add an image
6.3.2 At the Insert Picture window locate the image to insert
6.3.3 Use the handles around the image to size the picture

7. Saving the PowerPoint
7.1 Click File then Save As.
7.2 Locate and click on the My Documents folder in the left hand box.
7.3 Click Save

I (Terri Tyner) will serve as the SME for this instructional project. My
qualifications include a bachelors degree in early childhood education from
Piedmont College in Demorest, Georgia, and a masters degree from Walden
University in instructional technology. I am currently pursuing my certification as
a media specialist from Georgia Southern University.
My qualifications for the position as SME are as follows: current Media Resources
Specialist at Benton Elementary. As a media resource specialist I lead the faculty
and staff in all professional learning related to technology application in addition to
preparing technology application lessons for all grade level students at Benton
Elementary.
















Topic Analysis




Begin
Define 21
st
Century
Digital Tools
Definition of 21
st

century digital tools
Example of 21
st
century digital
tools
Define an Online
Presentation
Definition of online presentation
List parts of an online presentation
Procedural Analysis





Open PowerPoint
Locate PowerPoint icon
on desktop
Double click icon
Add the Title of
the Presentation on
the first slide
Click Click to add title
to add the title of the
presentation
Adding a New Slide
Click the Home button Click the arrow beside
New Slide to select
the type of slide you
need to insert
Adding Information to
the slide
Click Click add
title to add the slide
titles
Adding a text box to
the slide
Click Insert then
text box to add the
text box
On the slide drag the
curser to form the text
box
Click inside the text
box to enter text
Adding an image to the
PowerPoint
Click Insert then
Picture to add an image
At the Insert
Picture window
locate the image to
insert
Use the handles
around the image to
size the picture




























Saving the PowerPoint
Click File then Save As
Locate and click on the My
Documents folder in the left
hand box.
Click Save
Part IV: Instructional Objectives
Terminal Objective 1: To define 21
st
century digital tools.
Enabling Objectives:
1A. Identify digital tools that increase student development and preparation for
college and career-ready skills.
1B. List examples of digital tools.
1C. Create a definition of 21
st
century digital tools.

Terminal Objective 2: To define an online presentation.
Enabling Objectives:
2A. Define the components of an online presentation.
2B. List of parts in an online presentation.
2C. Explain the advantages of presenting information with a multimedia
presentation such as PowerPoint.

Terminal Objective 3: To create an online presentation.
Enabling Objectives:
3A. Perform the procedure to open PowerPoint project.
3B. Perform the procedure to create a new slide in PowerPoint project.
3C. Perform the procedure to create a title for slides in a PowerPoint project.
3D. Perform the procedure to compose informational text in a text box for a
PowerPoint slide.
3E. Perform the procedure to insert an image in a PowerPoint slide.
3F. Perform the procedure of saving a PowerPoint.

Classification of Instructional Objectives

Content
Performance
Recall Application
Fact 2, 2A, 1A
Concept 1, 1B, 1C,2B, 2C
Principles
Procedure 3, 3A, 3B, 3C, 3D, 3E,
3F
Interpersonal
Attitude 1A















Relationship of Terminal and Enabling Objectives Based on Content
Standards
Terminal and Enabling
Objective
Content Standard
Terminal Standard 1 ELACC3SL1, ELACC3RI1
Enabling Standard 1A ELACC3SL1, ELACC3RI1
Enabling Standard 1B ELACC3SL1, ELACC3RI1
Enabling Standard 1C ELACC3SL1, ELACC3RI1
Terminal Standard 2 ELACC3SL1, ELACC3RI1
Enabling Standard 2A ELACC3SL1, ELACC3RI1
Enabling Standard 2B ELACC3SL1, ELACC3RI1
Enabling Standard 2C ELACC3SL1, ELACC3RI1
Terminal Standard 3 ELACC3W6, NETS 6,
NETS 6A, NETS6B, NETS
6D
Enabling Standard 3A ELACC3W6, NETS 6,
NETS 6A, NETS6B, NETS
6D
Enabling Standard 3B ELACC3W6, NETS 6,
NETS 6A, NETS6B, NETS
6D
Enabling Standard 3C ELACC3W6, NETS 6,
NETS 6A, NETS6B, NETS
6D
Enabling Standard 3D ELACC3W6, NETS 6,
NETS 6A, NETS6B, NETS
6D
Enabling Standard 3E ELACC3W6, NETS 6,
NETS 6A, NETS6B, NETS
6D
Enabling Standard 3F ELACC3W6, NETS 6,
NETS 6A, NETS6B, NETS
6D



Part V: Development of Assessments
Instructional
Strategies
Goals Objectives UDL Assessments
Lesson 1: The
student will create a
definition of 21
st

century digital tools
that incorporates a
list of 21
st
digital
tools.



Define 21
st
century
digital tools and
provide examples
Objective 1: The
student will define
21
st
century digital
tools.
1A: The student
will identify digital
tools that increase
student development
and preparation for
college and career-
ready skills.
1B: The student
will be able to
identify examples of
digital tools.
1C: The student
will be able to
define the term 21
st

century digital tools.

Multiple means of
representation
(Learners will be
sharing their
definitions and list in
a group discussion
and viewing/reading
an online document
with a definition and
list of 21
st
century
digital tools.):
Multiple means of
action and expression
(Students will have a
choice of completing
a short answer quiz or
a true/false quiz) by
building fluencies with
graduated levels of
support for
practice and
performance

The students will be
given a choice of
completing a 1)
short answer quiz or
a 2) true false quiz.
Lesson 2: The
student will list and
define the parts of an
online presentation.
Students will be able
to discuss the
advantages of using
an online
presentation.
List of the different
parts of an online
presentation
Objective 2: The
student will be able
to list the parts of an
online presentation.
2A: The student
will define the
different parts of an
online presentation.
2B: The student
will be able to
define the term
online presentation.
2C: The student
will be able to
discuss the
advantages of using
an online
presentation.

Multiple means of
representation
(Learners will be
sharing ideas in a
group discussion,
comparing and
contrasting 2 different
PowerPoints, and
viewing a video on
the Different Parts of
a Video. Learners
will also discuss
through a blog the
advantages of using
an online
presentation.);
multiple means of
expression (Students
will have a choice of
completing a graphic
organizer with and
without a word box)
by varying demands and
resources to optimize
challenge

Students will be
given a choice of
completing a 1)
graphic organizer
without a text box or
2) creating a graphic
organizer without a
textbox.
Lesson 3: The students
will create an online
presentation that has 2
Creation of online
presentation
Objective 3: The
student will create an
online Presentation
Multiple Means of
representation (Learners
will be sharing ideas in a
Students will complete
a PowerPoint
presentation. The
slides. The first slide
will include the title of
the presentation and
the second slide will
include a title text, text
and images.
using PowerPoint.
3A: The student will
open a new
PowerPoint project.
3B: The student will
create a new slide in
PowerPoint for the
project.
3C: The student will
create a title on the
slide in PowerPoint.
3D: The student will
be able to create text
in a text box in
PowerPoint.
3E: The student will
be able to insert an
image in PowerPoint.
3F: The student will
be able to save the
PowerPoint project.

group discussion, and
viewing a video.);
multiple means of
expression (Student will
create a PowerPoint
presentation. Students
will be provided an
example of a completed
presentation along with
a rubric that will be used
to grade the
presentation.) by
promoting self-
assessment and
reflection.
presentation will
include 2 slides. The
first slide will include
a title for the
presentation. The
second slide will have
title text, text and
images.















Lesson 1: An introduction of 21
st
century digital tools
Objective 1: The student will define 21
st
century digital tools.
1A: The student will identify digital tools that increase student development
and preparation for college and career-ready skills.
1B: The student will be able to identify examples of digital tools.
1C: The student will create a definition of 21
st
century digital tools.
Assessment: The students will complete a quiz. The learners will be given a
choice of completing a 1) short answer quiz or a 2) true false quiz.
UDL Principles: Students will have a choice of completing a short answer quiz or
a true/false quiz. The true/false quiz provides the student with a varying degree of
support.
Lesson 2: What are the parts or components of an online presentation?
Objective 2: The student will be able to list the parts of an online presentation
2A: The student will be able to create a list of parts in an online
presentation.
2B: The student will define the different parts of an online presentation
2C: The student will be able to discuss the advantages of presenting
information with a multimedia presentation such as PowerPoint.
Assessment: Students will have a choice of completing a graphic organizer with or
without a word box where they label the following components: title text box, text
box and image.
UDL Principles: Students will complete a graphic organizer with or without a
word box. The word box promotes expression by varying demands and resources
to optimize challenge.


Lesson 3: Creating an Online Presentation
Objective 3: The student will create an online Presentation using PowerPoint.
3A. The student will open a new PowerPoint project.
3B. The student will create a new slide in PowerPoint for the project.
3C. The student will create a title on the slide in PowerPoint.
3D. The student will be able to create text in a text box in PowerPoint.
3E. The student will be able to insert an image in PowerPoint.
3F. The student will be able to save the PowerPoint project.
Assessment: The student will create a PowerPoint with the following information:
Text box with title of presentation
A picture of the American
A picture of the American showing how they changed people's rights and
freedoms
A text statement providing birthday of the American
Two additional statements about how the American changed people's rights
and freedoms
Projects will be graded using a technology rubric.
UDL Principles: Student will create a PowerPoint presentation. Students will be
provided an example of a completed presentation along with the rubric that will be
used to grade the project. The example of the presentation along with the rubric
will assist students in their self-assessment and reflection.





Lesson 1 Quiz
1. Define 21
st
Century Digital Tools?
21
st
Century Digital Tools can be defined as technology hardware and
software used to share and produce new ideas.


2. List at least 6 examples of 21
st
century digital tools. Three examples should
be technology hardware and three should be software.
Cell phones, laptop computers, tablets
PowerPoint, Prezi, Biteslide, wordle

Differentiated Quiz
1. 21
st
Century Digital Tools are used to share and produce new ideas.
X T __ F
2. A Cellphone is an example of a digital tool
X T __ F
3. Which of the following is not a 21
st
Digital Tool?
a. Projector b. Laptop computer c. tablet
4. Which of the following is not a 21
st
Century Digital Application?
a. PowerPoint b. Prezi c. work sheet
5. 21
st
Century Digital tools help students develop college and career-ready
skills in communication, critical thinking, problem-solving,
collaboration, innovation, and critical thinking.
X T __ F





Lesson 2:
Graphic Organizer: Students will label the parts of a PowerPoint presentation.
(Answers are in Red)
Complete the graphic organizer.



Word Bank

Title text box Text box Image




Image
Image
Title Text box
Text box
Lesson 3:
Example of PowerPoint that student will create










Lesson 3 Assessment Rubric
Student Name: ________________________________________


CATEGORY 4 3 2 1
Content -
Accuracy
The slide has
correct
information.
Topic is
discussed clearly
and in an
organized
manner.
The slide has
correct
information.
Topic is
somewhat
discussed but
more information
is required.
Missing some
relevant
information.
Topic is slightly
discussed but
more material is
needed
Slides do not
contain relevant
information.
Topic is
addressed but not
discussed or
elaborated on.
Graphics Sources Slide is attractive.
Text is easy to
read. Graphics
are used to
enhance
presentation.
Information is at
the advanced
level and
consistently
supports images.
Slide is attractive.
Text is easy to
read. Graphics
are effective.
Information
adequately
supports images.
Slide is easy to
read. Amount of
text is too great
for the amount of
space provided.
Information
supports images
at times.
The slide is not
easy to read. The
amount of text is
too great for the
space provided.
There is little use
of graphics. The
information does
not consistently
support images.
Spelling and
Grammar
Capitalization
and punctuation
are correct
throughout the
presentation.
There are no
grammatical
errors.
There are less
than 2
grammatical
errors on the
presentation.
There are less
than 4
grammatical
errors on the
presentation.
There is many
grammar or
mechanical errors
on the
presentation.
Score
Total Score:



List of Assessments
1. Quiz
For this assessment I will be using UDL principle 3. Principle 3 focuses
on multiple means of engagement. Standard 8.2 Vary demands and
resources to optimize challenge. Learners will have a choice of
completing a short answer quiz or a true/false quiz.
2. Graphic Organizer
For this assessment I will be using UDL Principle 3. Principle 3
focuses on multiple means of engagement. Standard 8.2 Vary
demands and resources to optimize challenge. Learners will complete
a graphic organizer. Learners will have a choice of a word bank to
complete the graphic organizer.

3. PowerPoint Slide
For this assessment I will be using UDL Principle 3. Principle 3
focuses on multiple means of engagement. Standard 9.3 Developing
self-assessment and reflection. Learners will have an example of a
completed presentation along with a rubric that will be used to grade
the presentation.










References
Morra, T., & Reynolds, J. (2010, January 1). Universal Design for Learning:
Application for Technology-Enhanced Learning. Eric. Retrieved April 16, 2014,
from http://files.eric.ed.gov/fulltext/EJ881564.pdf
Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2013). Designing effective
instruction. (7th ed.). Hoboken, NJ: Wiley.
UDL Guidelines Graphic Organizer | National Center On Universal Design for
Learning. (n.d.). UDL Guidelines Graphic Organizer | National Center On
Universal Design for Learning. Retrieved April 25, 2014, from
http://www.udlcenter.org/aboutudl/udlguidelines/udlguidelines














Part VI: Content Sequencing and Instructional Strategies
Pre-Instructional Strategy
In this module, students will learn about 21
st
century digital tools with a primary
focus on creating an online presentation using PowerPoint. The instructional
module consists of three lessons. The first lesson will have students focus on
defining and listing examples of 21
st
digital tools. Lesson two will define an online
presentation tool PowerPoint, list the components that makeup a PowerPoint
presentation and discuss the advantages of using an online presentation. In the
third lesson the students will create a PowerPoint presentation using research they
completed in an earlier lesson.
Instructional Sequence
Sequence Description Objective
1 Define 21
st
century digital tools and provide examples
of digital tools
1
2 Define an online presentation and list the components
of an online presentation
2
3 Create an online presentation 3

The instructional sequence I created is learning-related. The students will be
building on knowledge they currently have or knowledge they will be learning
through the completion of the instructional sequence. For example, students will
first learn tools that are considered 21
st
century digital tools then they will examine
the parts of 21
st
century digital tool PowerPoint. They will conclude the learning
related module by completing a PowerPoint presentation using an example and
rubric.
Lesson 1: An introduction to 21
st
century digital tools
Objective 1: The student will define 21
st
century digital tools.
1A: The student will identify digital tools that increase student development
and preparation for college and career-ready skills.
1B: The student will be able to identify examples of digital tools.
1C: The student will create a definition of 21
st
century digital tools.

Initial Presentation: Students will read an online document that provides a
definition of 21
st
century digital tools and gives a list of different digital tools you
can use to create an online presentation. The document will have a link that reads
the content to the student. The teacher will create an online discussion question
asking students to respond with their definition of 21
st
century digital tools and list
of digital tools.
UDL principle applied is through multiple means of representation by students
viewing the document (text or audio) and viewing the student responses on the
discussion board (Morra & Reynolds).
Generative Strategy: After viewing the document and discussion board questions
students will have a choice of completing a short answer quiz or a true/false quiz.
UDL principle applied is through multiple means of action and expression by
students building fluencies with graduated levels of support for practice and
performance (Morra & Reynolds).

Lesson 2: What are the parts or components of an online presentation
Objective 2: The student will be able to list the parts of an online presentation.
2A: The student will be able to create a list of parts in an online
presentation.
2B: The student will define the different parts of an online presentation.
2C: The student will be able to discuss the advantages of presenting
information with a multimedia presentation such as PowerPoint.

Initial Presentation: Students will view the video titled Different parts of a
PowerPoint. Students will then view two different PowerPoints to see examples
of the different parts or components in an online presentation. The teacher will
create a group discussion board where students will list and define the different
parts of an online presentation. Another group discussion board will be created
where students will list the advantages of presenting information with multimedia
presentation such as PowerPoint.
UDL principle applied is through multiple means of representation by students
viewing the video and discussion boards created by the students (Morra &
Reynolds).
Generative Strategy: The student will have a choice of completing a graphic
organizer with and without a word box.
UDL principle applied is through multiple means of expression by varying
demands and resources to optimize challenge. Students will have a choice of
completing the graphic organizer with or without the wordbox (Morra &
Reynolds).
Lesson 3: Creating an Online Presentation
Objective 3: The student will create an online Presentation using PowerPoint.
3A: The student will open a new PowerPoint project.
3C: The student will create a new slide in PowerPoint for the project.
3D: The student will create a title on the slide in PowerPoint.
3E: The student will be able to create text in a text box in PowerPoint.
3F: The student will be able to insert an image in PowerPoint.
3G: The student will be able to save the PowerPoint project.
Initial Presentation: Students will view a video on How to create a PowerPoint.
They will create an online list through a group discussion board of important
features of a PowerPoint presentation.
UDL principle applied is through multiple means of representation by students
viewing the video and discussion boards created by the students (Morra &
Reynolds).
Generative Strategy: Students will be asked to locate previous research on
Famous Americans. Using that research, an example of a PowerPoint and a
rubric, students will create a PowerPoint presentation.
UDL principle applied is through multiple means of expression by promoting self-
assessment and reflection. Students will be presented an example of a complete
PowerPoint presentation and a rubric.

References
Morra, T., & Reynolds, J. (2010, January 1). Universal Design for Learning:
Application for Technology-Enhanced Learning. Eric. Retrieved April 16, 2014,
from http://files.eric.ed.gov/fulltext/EJ881564.pdf
Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2013). Designing effective
instruction. (7th ed.). Hoboken, NJ: Wiley.
UDL Guidelines Graphic Organizer | National Center On Universal Design for
Learning. (n.d.). UDL Guidelines Graphic Organizer | National Center On
Universal Design for Learning. Retrieved April 25, 2014, from
http://www.udlcenter.org/aboutudl/udlguidelines/udlguidelines














Part VII: Design of Instruction
Instructional
Strategies
Goals Objectives UDL Assessments
Lesson 1: The
student will create a
definition of 21
st

century digital tools
that incorporates a
list of 21
st
digital
tools.



Define 21
st
century
digital tools and
provide examples
Objective 1: The
student will define
21
st
century digital
tools.
1A: The student
will identify digital
tools that increase
student development
and preparation for
college and career-
ready skills.
1B: The student
will be able to
identify examples of
digital tools.
1C: The student
will be able to
define the term 21
st

century digital tools.

Multiple means of
representation
(Learners will be
sharing their
definitions and list in
a group discussion
and viewing/reading
an online document
with a definition and
list of 21
st
century
digital tools.):
Multiple means of
action and expression
(Students will have a
choice of completing
a short answer quiz or
a true/false quiz) by
building fluencies with
graduated levels of
support for
practice and
performance

The students will be
given a choice of
completing a 1)
short answer quiz or
a 2) true false quiz.
Lesson 2: The
student will list and
define the parts of an
online presentation.
Students will be able
to discuss the
advantages of using
an online
presentation.
List of the different
parts of an online
presentation
Objective 2: The
student will be able
to list the parts of an
online presentation.
2A: The student
will define the
different parts of an
online presentation.
2B: The student
will be able to
define the term
online presentation.
2C: The student
will be able to
discuss the
advantages of using
an online
presentation.

Multiple means of
representation
(Learners will be
sharing ideas in a
group discussion,
comparing and
contrasting 2 different
PowerPoints, and
viewing a video on
the Different Parts of
a Video. Learners
will also discuss
through a blog the
advantages of using
an online
presentation.);
multiple means of
expression (Students
will have a choice of
completing a graphic
organizer with and
without a word box)
by varying demands and
resources to optimize
challenge

Students will be
given a choice of
completing a 1)
graphic organizer
without a text box or
2) creating a graphic
organizer without a
textbox.
Lesson 3: The students
will create an online
presentation that has 2
Creation of online
presentation
Objective 3: The
student will create an
online Presentation
Multiple Means of
representation (Learners
will be sharing ideas in a
Students will complete
a PowerPoint
presentation. The
slides. The first slide
will include the title of
the presentation and
the second slide will
include a title text, text
and images.
using PowerPoint.
3A: The student will
open a new
PowerPoint project.
3B: The student will
create a new slide in
PowerPoint for the
project.
3C: The student will
create a title on the
slide in PowerPoint.
3D: The student will
be able to create text
in a text box in
PowerPoint.
3E: The student will
be able to insert an
image in PowerPoint.
3F: The student will
be able to save the
PowerPoint project.

group discussion, and
viewing a video.);
multiple means of
expression (Student will
create a PowerPoint
presentation. Students
will be provided an
example of a completed
presentation along with
a rubric that will be used
to grade the
presentation.) by
promoting self-
assessment and
reflection.
presentation will
include 2 slides. The
first slide will include
a title for the
presentation. The
second slide will have
title text, text and
images.















Part VIII: Formative Evaluation Plan
Learner evaluations and feedback from an SME are very important when looking
at the success of an online course. At the completion of the course a learner
evaluations will be administered through an online survey. The learner survey
questions will be in yes/no and short answer format. I have asked a media resource
specialist to serve as my SME. I will create a student account for the SME to use
in the evaluation of my course. I will interview the SME to collect feedback on the
course.

Learner Survey
Yes/No Questions
1. Did you learn something new from this course? ___yes ___no
2. I understood each assignment. ____yes ___no
3. The directions for each assignment are easy to understand. ___yes ___no
4. It was easy to find the links in the course. ___yes ___no
5. It was easy to turn in my assignments. ___yes ___no
Short Answer
What was the best part of the course?
What would you like to change about this course?

SME Interview Questions
1. Did the course content fit the course objectives?
2. Are the lessons in the correct sequence?
3. Are directions presented in a way that was easy for the learner to
understand?
4. Did the assignments align with the state standards?
5. Are assignments appropriate for the student grade level?
6. Is the course visually appropriate for the learners?
7. Is the length of the course appropriate for the grade level?
8. Are the assessments appropriate for the grade level?

The learner survey results will be presented in an excel document. Each
question will be reviewed in a qualitative method to gain learner impressions of
the content, visual appearance, understanding of directions and ease of
completing assignments. The SME interview will be videotaped to help with
the review process. I will look at the SME data in the same qualitative method
to gain SME impressions of the course. The qualitative analysis will give me
the impressions of both the learner and the SME of the course. After looking at
both the learner survey and SME interview the content of the course would be
revised to meet the needs of the learner and the expertise of the SME.