EDUC 633 ISD PROJECT

EDUC 633 ISD Project

David Kerr, Gary Rose, Tina M. Sweet
EDUC 633-B02
Liberty University
March 8, 2015

EDUC 633 ISD PROJECT

Abstract
The purpose of this project is to outline a course and webinar for higher education faculty
and appropriate staff involved in distance learning.

The course is designed to teach faculty and

staff how to set up a basic course page in Blackboard. This project will present the design
portion of the course. The objective of this project is that after successful completion of the
course, faculty and staff will be able to set up a basic course page in Blackboard.
Keywords: goal statement, task analysis, context and learner analysis, instructional
objectives, assessments, instructional strategy, media selection, Prezi, Blackboard, Google
Hangouts.

EDUC 633 ISD PROJECT

3
Needs Identification

Professional development of staff and faculty in education is detrimental to the future

success of our school district to provide the best educators for our children. To accommodate
and exceed the standards set forth in the International Society for Technology in Education
(ISTE), and to achieve the desired goals of our school board, the need for staff and faculty to
create an online course in Blackboard for their classroom has arisen.

To accomplish this, it is

the intent of the district to provide an effective and accommodating course for all who teach,
observe, or manage the education within each school. The team members (table 1) for the
analysis and design of this course will be responsible to create an Instructional Systems Design
(ISD) to accomplish this task.
Team Members
Team Member

Liberty email

Gmail

David Kerr

dkerr1@liberty.edu

arachonssword@gmail.com

Gary Rose

grose2@liberty.edu

redhawkwarlock@gmail.com

Tina Sweet

tsweet4@liberty.edu

tsweet235@gmail.com

Dr. Jennifer Courduff

jlcourduff@liberty.edu

jcourduff@apu.edu

Table 1 Note: Team Leadership function to be shared between all team members

Synchronous Technology: Google Hangout

Project Documentation: Blackboard Groups Professional Development
Links to Recorded Meetings:

Initial Planning Meeting1

Thursday, February 12 Meeting2

1 https://www.youtube.com/watch?v=r5V4_aShIfg
2

https://www.youtube.com/watch?v=S_h4GCKknYk

EDUC 633 ISD PROJECT

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Goal Statement

The goal is to develop a webinar for faculty and staff who teach, mediate, or observe
online classes. The purpose of this webinar is to provide faculty and staff with a hands-on
opportunity to set up a basic online course. Attendees must possess a positive attitude toward
moving to online teaching and/or blended classes, be technologically literate and aware of how
new and emerging technologies can be used to meet district curriculum goals. An awareness of
the dangers and benefits of technology use in the classroom is also necessary (Robertshaw &
Commonwealth of Learning, 2000).
The webinar will be conducted online in both synchronous and asynchronous sessions
over a period of three consecutive full days. Attendees will need access to an Internet-capable
device, Blackboard, and flash player and can accomplish the required training from their home,
office, or classroom. Upon completion of this webinar, attendees will be able to set up a basic
class on Blackboard.
Task Analysis
A report issued by the U.S. Department of Education in 2010 stated that students in
classes that blended both face-to-face and online elements performed better than those in solely
online or face-to-face instruction" (Technology in Education, 2011). The listing of objectives,
outcomes and goals (table 2) shows what will be expanded upon in the coming pages.
New Technology
It is the intent of the School Board to implement new technology and tools into the
courses provided to our students. To facilitate this, the Task Analysis has been performed
highlighting the key components in participants, evaluation, purpose, timeline and the required
equipment and software for all participants and facilitators to bring to the table. Following the

EDUC 633 ISD PROJECT

flowchart (figure 1), we can begin to see the format for change to occur in our facilities. The
path of instruction and the interrelation are demonstrated in figure 2. The top of the pyramid
begins the migration and the bottom three groupings demonstrate the migration will be ongoing
and observed.

Objective
Identify tools and resources
required to build digital
Blackboard Environment

Identify location of tools and

resources within each school

Instruct educators on steps

towards building an online
course in Blackboard
In synchronous and
asynchronous environment,
small groups setup functional
course in Blackboard

Table 2 the key points in the Task Analysis

Learning Outcome
Educators will learn what
resources are needed for them
to leverage in constructing
digital Blackboard
environment.
Educators will be able to
locate resources available to
them within their school.

Educators will be able to

navigate all steps necessary
for the construction of an
online course in Blackboard
Educators will be able to work
within synchronous and
asynchronous groups to
construct an online course in
Blackboard.

Goal
Educators will use a digital
Blackboard environment in
online class construction.

Educators will be capable of

locating necessary resources
within their school to
construct an online class in a
digital Blackboard
environment.
Educators will be able to
easily navigate the steps in
creating an online course in
Blackboard.
Educators will be able to
effectively work in
synchronous and
asynchronous groups to
construct an online course in
Blackboard.

EDUC 633 ISD PROJECT

Instructional Design
Blackboard Seminar
Task Analysis

Participants

Staff

Will Aid In
Observation and
Administration

Purpose

Staff Will Become

Familiar with and be
Able to Employ
Technology Tools in
Education

Institute Mentorship
Program and Train the
Trainer Atmosphere

Increase level of
Technology Used for
Curriculum and to
Identify New
Curriculum Tools

Increase Prfessional
Learning Network of
Staff and Faculty

Identify Tools to
Employ for
Communication with
Parents/Students

Figure 1

Evaluation

Satff and Faulty

Members Will be Able
to Employ a Class in a
Digital Blackboard
Environment

Faculty

Will Aid in Course

Design and
Implementation

Required Material and

Sofware

Timeline

Intitial Trainin will

Occur 2 Weeks Prior
to Start of School
Calendar Year

Makeup Sessons will

Occur sa PD through
the School Year and
Within 2 Weeks of
New Employement

Bring Your Own

Device

Webinar and
Blackboard
Environment Capable

Conduct Training
Online

Can Logon from Home

and Work

Internet and Current

Flashplayer

Training Will be
Sycnronous and
Asynchromous, Must
Attend Both Formats

EDUC 633 ISD PROJECT

Figure 2 Path of instruction and interrelation of events

EDUC 633 ISD PROJECT

Context and Learner Analysis

Learners Analysis
Using the Morrison, Ross, & Kemps (2001) approach to identifying learner
characteristics and considerations, the ISD team has identified that:

Those attending the webinar will be professional educators or staff

members.

Learners must be of adult age, with a high level of maturity, and must
have an undergraduate degree completed.

Learner attitudes toward the material being covered will range from
apprehensive to comfortable dependent on their skill level and
familiarities with the technologies being used, and prior experience level
with the creation of Web based instruction. As this information will help
them in their career, and promote the compliance with ISTE standards, it
is expected that all will come with a generally positive attitude and a
desire to learn.

Learner knowledge of the material being presented will range from novice
to expert. There is an expectation of a working knowledge of how to
sufficiently use a computer along with an ability to access the webinar
through the Internet.

We anticipate cultural, age, and experience diversity, however, it is not

considered to be an impeding factor in the learning activities.
Nonetheless, empirical data will be collected for the purpose of

EDUC 633 ISD PROJECT

improvement of training and verification of compliance with all local,

state, and federal laws, as well as district policies.

Disability provisions provided by the school district are not implicated,

however, will be made available under the Americans with Disabilities
Act and will include upon request closed captioning, auditory assistance,
and comprehensive assistance with lesson comprehension. Further
assistance is built in to all software in use throughout the series, from the
word processing software to the digital classroom with such tools as
magnification, sticky keys, and verbal commands, as well as the ability to
guide the computer with touch, provided the user attains this device.
Upon request, users may borrow a touch tablet from the district, however,
requests are limited to those with disabilities where this feature would
make learning easier and will be submitted in writing at least one week
prior and the learner is a part of the district.

There are no known environmental constraints that would impede

participation in this webinar.

There will be a shared commonality of language, vocation, education,

community, and goals which should serve to enhance learning.

Context Analysis
Infrastructure. The available infrastructure is comprehensive in ability to support
development and presentation of a webinar for faculty and staff who teach, mediate, or observe
online classes. The creation of this webinar involves utilizing the available infrastructure to
design and develop Web-based instruction on developing an online course. The available
equipment and resources for webinar development include:

EDUC 633 ISD PROJECT

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State-of-the-art multimedia computers with appropriate disk space,

memory, and Internet and Web connectivity.

Digital cameras and digital video cameras

Variety of software, including productivity software, website editors,

digital media editors, and graphics programs

Access to a shared development server as well as production server when

materials are ready for implementation

Access to a library of instructional strategies, WBI templates, and other

training and support materials

Additional input and technical support for webinar development will come from available
faculty, staff, and learners through surveys, interviews, and subject matter experts.
Attendance. Faculty and staff attending the webinar are expected to have the necessary
equipment to view and interact with the webinar. This includes a sufficient computer, relevant
software, and an Internet connection. Those attending the webinar must also have the capability
to participate in real-time through the Google Hangouts environment. A dedicated email
address and a cloud drop-box will also be established for post webinar feedback, questions, and
assignment submissions.
Presentation. The webinar will be made live fifteen minutes prior to the specified date
and will continue to operate for 30 minutes after the closing of the meeting to allow for
additional questions. Additional presentations will be made as determined by leadership. A
recorded copy of the webinar will be made available for those unavailable to attend, new
employees, and for those seeking refresher training or review. The schedule will be posted two
weeks in advance of the initial webinar and any subsequent presentations.

EDUC 633 ISD PROJECT

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Legal. The webinar course, course materials, and attendee/employee submissions will all
be considered as part of the standard established intellectual property policy. The school district
will have intellectual property rights, however, all district facilities will have rights to fair use of
those materials. Further, any copyrighted software purchased under Multiple End-User License
Agreement (MEULA) will remain the express property of the district and will be used under
authority of the district. All copyrights of the materials used remain the property of the owning
organizations and are used under MEULA or under the rights of fair use for the express intent of
education.
Staff
Technical Support Staff. Online instructors and learners will be supported through an
established help desk, which will be focused on solving technical problems for individuals
participating in distance and distributed classes. Support will be made available online at least
one hour prior to the webinar; and through a dedicated telephone number and email address
during the webinar.
Personnel Support Staff. Faculty and staff will be supported through their normal
facilities and personnel management channels. Those attending the webinar include faculty and
staff who teach, mediate, or observe online classes.
Personnel Required for the Webinar. The allocated personnel and their duties for this
webinar are as follows:

The instructor, who will conduct the webinar.

The designer, who will construct the webinar

The technical support staff, who will aid in correcting any technical issues
that may develop prior to, during, or after the webinar.

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Learner Location and Technology. It is anticipated that learners will be located within
the established educational district. However, as this is an Internet based webinar, there are no
geographic boundaries. To participate in this webinar, the learner may access from their home,
office, facility, or anywhere having the necessary equipment and Internet connection. Web
address, password, and user guidelines will be identified in the webinar invitation. Technology
requirements will be fully detailed in the webinar invitation. Minimum technology needs are a
sufficient computer or tablet, Adobe Flash Player software support, an Internet connection
broadband or wireless able to support a minimum of 15 Mbps download and 10 Mbps upload, a
Google account and access to the school districts Blackboard.
Instructional Objectives
On completion of this course, the learners should be able to (Dick, Carey, & Carey,
2004):
1) On an individual level, successfully identify the location of their schools
Blackboard page.
2) On an individual level, successfully identify the tools and resources needed to build
an online educational course in a digital Blackboard environment.
3) On an individual level, successfully identify the steps that need to be taken in
designing an online course in a digital Blackboard environment.
4) As an individual or small group project, using the resources available to them in their
school, successfully set up a fully functional basic online educational course in a
digital Blackboard environment within the time limit set by the instructor.
5) As an individual or small group project, successfully demonstrate the 100%
functionality of the online course they set up in a digital Blackboard environment.

EDUC 633 ISD PROJECT

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Assessments

Online learning has developed significantly over the past decade. Advances in
information and communication technologies in recent years such as high speed fiber optics and
high performance video and audio codec technology provide tremendous benefits to the ways
online learning takes place" (Chao, Hung, & Chen, 2012). The first challenge is to encourage
instructors to reassess their idea of the classroom beyond the physical classroom and to embrace
the idea of online teaching and learning. If its worth teaching, its worth finding out whether
the instruction was successful. If it wasnt entirely successful, its worth finding out how to
improve it" (Szapkiw & Szapkiw, 2010, p. 1). The assessments of this course are outlined in
table 3. The scoring rubric to be used is displayed in table 4.
SKILL

OBJECTIVE

ASSESSMENT

Ide ntify the location of their schools

Blackboard page.

Participants will be able to locate and

enter the digital classroom tool for
their school.

After initial instruction, respondents

will be quizzed and must show a screen
shot of their access into the schools
digital classroom Blackboard
environment.

Ide ntify the tools and resources needed to

build an online educational course in a
digital Blackboard environment.

Participants will be able to identify

tools and resources necessary to build
an online educational course in a
digital classroom environment.
Further, attendees will know how to
seek technical support.

Pre-Assessment: Prior to instruction,

attendees will be briefly quizzed as to
appropriate resources and tools to build
an online educational course in a
digital classroom environment.
Post Assessment: After the lesson
module, attendees must be able to
identify the necessary tools and
resources to build an online course in a
digital classroom. T his will be
demonstrated using a multiple choice
questionnaire graded automatically
with the Blackboard classroom tools.

Ide ntify the steps that need to be taken in

de signing an online course in a digital
Blackboard e nvironment.

In the collaborative groups, attendees

will demonstrate the steps necessary to
design and implement an online course
in a digital classroom environment.
Participants must be able to
successfully set up a basic online class
in Blackboard to include at least the
following items:

Se t up a fully functional basic online

e ducational course in a digital Blackboard

Each group must employ a working

classroom with a minimum of
Discussion Board, Assignments (with
at least two assignments), a
Gradebook, a Syllabus,
Announcements, a Welcome Page, a
teacher introduction and tab for
support.

Banner Welcome page

Announcements Course Into
Syllabus
Faculty Introduction
Discussion Board

Participants will make a presentation of

their online course, showing their

Participants will use Blackboard and

media selection to present their

EDUC 633 ISD PROJECT

e nvironment within the time limit set by
the instructor.
De monstrate the 100% functionality of
the online course they set up in a digital
Blackboard e nvironment.

14
course design.

presentation

Individually, participants will be able

to design, implement and employ a
digital classroom appropriate for their
lessons and student body.

Within one week of the start of the

school year, or one month of initial
employment, all classroom teachers
must have digital classrooms setup for
their physical class and use it for
submissions of at least half the
classroom assignments and to manage
the grades.

Table 3 Outline of skillset, objectives and assessments for employing a digital classroom

EDUC 633 ISD PROJECT

Scoring
3

Skill

15

Ide ntify the location of

the ir schools
Blackboard page.

Identify the location

of the schools
Blackboard page
without assistance.

Identify the location

of the schools
Blackboard page
with minimal
assistance.

Identify the location

of the schools
Blackboard page
major assistance.

Unable to locate their

schools
Blackboard page.

Ide ntify the tools and

re sources needed to
build an online
e ducational course in a
digital Blackboard
e nvironment.

Identify tools and

resources necessary
to build an online
educational course in
a digital classroom
environment and
know how to seek
technical support.

Identify tools and

resources necessary
to build an online
educational course in
a digital classroom
environment and
know how to seek
technical support
with minimal
assistance.

Identify some of the

tools and resources
necessary to build an
online educational
course in a digital
classroom
environment and
know how to seek
technical support
with assistance.

Unable to identify the

tools and resources
necessary to build an
online educational
course in a digital
classroom
environment or
unable to demonstrate
knowledge of how to
seek technical
assistance.

Ide ntify the steps that

ne ed to be taken in
de signing an online
course in a digital
Blackboard
e nvironment.

Demonstrate the
steps necessary to
design and
implement an online
course in a digital
classroom
environment.
Participants must be
able to successfully
set up a basic online
class in
Blackboard to
include at least the
following items:

Demonstrate the
steps necessary to
design and
implement an online
course in a digital
classroom
environment.
Participants must be
able to successfully
set up a basic online
class in
Blackboard
missing two or less
of the required
elements.

Demonstrate the
steps necessary to
design and
implement an online
course in a digital
classroom
environment.
Participants must be
able to successfully
set up a basic online
class in
Blackboard
missing three of the
required elements.

Demonstrate the steps

necessary to design
and implement an
online course in a
digital classroom
environment.
Participants must be
able to successfully
set up a basic online
class in Blackboard
missing more than
three of the required
elements.

Create a presentation
of their online course
that is fully
functional with no
broken links.

Create a presentation
of their online course
that is fully
functional with no
more than one
broken links.

Create a presentation
of their online course
that is fully
functional with no
more than two
broken links.

Unable to create a
presentation of their
online course.

Digital classroom is
fully functional with
appropriate links to
all tools and is easily
navigated.

Digital classroom is
functional with
appropriate links to
all tools and can be
navigated with some
work.

Digital classroom is
mostly functional
with missing links to
all tools or is
difficult to navigate.

Digital classroom is
not functional with
appropriate links or is
extremely hard to
navigate.

Se t up a fully
functional basic online
e ducational course in a
digital Blackboard
e nvironment within
the time limit set by
the instructor.
De monstrate the 100%
functionality of the
online course they set
up in a digital
Blackboard
e nvironment.

Table 4 Scoring Rubric

Banner
Welcome page
Announcement
s Course Into
Syllabus
Faculty
Introduction
Discussion
Board

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Instructional Strategy

Instruction Strategy
The lessons provided students approved by our school board have been largely
Scaffolded Instruction supported and upheld by Modeling and some Cooperative Learning with
knowledgeable persons to aid and coach. In todays world of education, it becomes difficult to
use these forms of instruction while using technology without alienating our students to the tools
that are readily available to them. It is therefore the intent of the school board to implement
training for the staff and faculty that ensures their knowledge of how to use and implement the
tools and technology into their courses. It is further the intent, the educators will be required to
use a blended model of face-to-face instruction with online lessons performed synchronously and
asynchronously. For the lessons applicable to this study, design and employment of Blackboard
environment, the strategies are listed here.
Professional Development Strategies
Modeling. Lessons provided during the synchronous lessons (or recorded synchronous
lessons) will begin with simple worked examples of the Blackboard setup and employment. This
is employed first as research shows that learning is more efficient with a greater initial reliance
on worked examples in place of some practice exercises" (Clark & Mayer, 2011, p. 227). For the
initial method, we will employ video animated tutorials, used under Fair Use rules for education,
from Colorado State University, located at the following website: Blackboard 9.1 Tutorial
(CSUPTechnologist, 2010).3
Each Tutorial will be watched and then discussed synchronously with interactions and
Self-Explanation questions. Further, the items will be mirrored on the Schools Blackboard

https://www.youtube.com/watch?v=w2flZchvjyY&list=PLFA 249DA7412C4D5C&src_vid=3vsLjo Ke_kM&feature

=iv&annotation_id=annotation_185028

EDUC 633 ISD PROJECT

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environment. Finally, the lessons will operate in synchronous environment and have available
Support Learning Transfer methods using remote desktop capabilities. Such elements will
ensure that learners having difficulty can raise an electronic flag in the synchronous learning and
access assistance with specific models.
For asynchronous learners (makeup), or refresher training, the Self-Explanation questions
will be made available in the class file for review.
Asynchronous Learning. After the initial synchronous learning sessions, the staff and
faculty will be required to work within their group asynchronously, with the ability to have
synchronous meetings. Prior to the assessment, each group will have employed a class on
blackboard with specific elements as outlined in the rubric provided each student. Afterwards,
each member will be required to individually employ a blackboard lesson with all the required
elements. Table 5 lists the order of activities.
Path of Instruction
What follows is a generic path the instructor will take to provide the professional
development instruction to the attendees. After gathering the initial attendance for each mode,
and monitoring the synchronous groups randomly, the instructor will verify and validate the
groups digital classroom and the individual's digital classroom against the provided rubric.
Day one. Starting promptly at 9:00 a.m., the instructor will introduce him/herself to the
classroom within the synchronous classroom. After verifying all attendees by performing a
screen capture and saving it to the district Professional Development folder, the instructor will
provide a pre-assessment question and answer session from the initial pre-assessment survey,
https://www.surveymonkey.com/s/BCMXNFD .
Once the instructor has provided all students with the link and allowed them 15 minutes
to perform the assessment, she will begin with the Prezi presentation (still in design at the time

EDUC 633 ISD PROJECT

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of this plan) and begin the basic navigation to the district's Blackboard(tm) environment. He will
cover all tools and buttons, highlighting the tools for creation and modification of individual
classrooms, the save menu, cover the required elements for minimum classroom requirements as
published in district policy memos (in creation at the time of this strategy development), and
cover navigation of the professional development course.
Throughout this module, the instructor will periodically ask questions which will
highlight the items just covered to help retention. These questions will be at the discretion of the
instructor, however, must be recorded.
Prior to lunch the instructor will divide the class into even groups of at least three persons
per group. Once the assignments have been made, the groups will gather in their synchronous
groups and perform their meet and greet. Prior to lunch, all groups will email the teacher their
meeting times.
After lunch, all groups will meet in synchronous meetings and must attend at least 1.5
hours with their group. The instructor will randomly pop in/out of each groups meetings.
Day two. The instructor will randomly attend each groups meetings during their time
slots that have been identified by them to the instructor. He will be available for questions
during this timeframe, as well as with Twitter or any other social media program the instructor
identifies to the students.
Each group is required to meet for at least 3.5 hours during this time block to begin their
course design. Each group must demonstrate the steps necessary to design and implement an
online course in a digital classroom environment. Participants must be able to successfully set
up a basic online class during this block.
Day three. All groups are required to meet for the entire morning time block during this
time block to finish their course design. The instructor will visit randomly during this

EDUC 633 ISD PROJECT

19

timeframe. Digital classroom should be fully functional with appropriate links to all tools and is
easily navigated.
Groups should create a presentation of their online course that is fully functional with no
broken links. Presentations are due before 10:45 a.m. Each presentation should be at least 10
minutes long but not to exceed 15 minutes long. The instructor will verify that all group
classrooms meet the criteria.
In the afternoon time block individual attendees will have two hours to construct their
own classroom based upon their specialty. It should be noted that primary (K-5) classrooms will
not be subject specific and should contain specific buttons for the correlating subject. Some
individuals may require an additional day for construction and they should let the instructor
know before 2:45 p.m.
Submissions of the classroom to the instructor should be made between 2:45 p.m. and
3:30 p.m. After which individuals will go to the post assessment survey and submit their
answers. A link to the survey will be provided at the end of the course. The survey link is:
https://www.surveymonkey.com/s/BB87RPW.

EDUC 633 ISD PROJECT

20

Table of Activities
Day One
Activities
Pre-assessment
Initial Brief

Agenda
9:00 9:15
9:15-11:30

Student Role
Individual
Individual

9:15 - 9:45

Group
Assignment

Lunch
Blackboard
Familiarization

Actions/Assessments
Pre-assessment
Identify Location of Blackboard and
basic navigation

Classroom navigation

10:15 - 10:45

Classroom design and modification

10:45 - 11:30

Individual time to navigate and

experiment

Allow the
students to
experiment
with
Blackboard(tm)
on their own.

Initial Group
introductions

11:30 - 11:35

Provide the group listings.

11:35- 11:45

Allow the groups to meet prior to lunch

11:45 12:45
12:45 3:15

Pre-survey
Prezi
Presentation

Initial introduction to Blackboard using

Prezi presentation

9:45 - 10:30

11:30 11:45

Instructor Notes

Eat
Group
Collaboration
Each group is
required to
meet for at
least 1.5 hours
during this
time block to
begin their
course design.
The timeframe
will be
provided to the

Was it good?
Identify tools and resources
necessary to build an online
educational course in a digital
classroom environment and know
how to seek technical support.

In this block,
the instructor
will visit
throughout the
time period,
each group
during their
specified time
block and
provide
assistance,
answer

EDUC 633 ISD PROJECT

21
questions,
and/or
moderate.

instructor who
will visit
randomly
during this
time-frame.
Course
Construction

9:00-3:30

Group
Collaboration
Each group is
required to
meet for at
least 3.5 hours
during this
time block to
begin their
course design.
The timeframe
will be
provided to the
instructor who
will visit
randomly
during this
time-frame.

Collaborative
Construction

9:00 11:45

Group
Collaboration

9:00 - 10:45

All groups are

required to
meet for the
entire time
frame during
this time block
to finish their
course design.
The instructor
will visit
randomly
during this
time-frame.

Day Two
Demonstrate the steps necessary to
design and implement an online
course in a digital classroom
environment.
Participants must be able to successfully
set up a basic online class

Instructor will
digitally visit each
group throughout
the day.
Instructor will be
available via
Twitter(r), Google
Hangouts(tm), or
any other digital
interaction on
social media.

Day Three
Create a presentation of their online
course that is fully functional with no
broken links.

10:45- 11:45

Group
presentations

Each presentation should be at least 10

minutes long but not to exceed 15
minutes long.

Lunch

11:45 12:45

Eat

Did you have subs?

Individual
Construction

12:45 3:30

Individual

Digital classroom is fully functional

with appropriate links to all tools and is

Identify that all

group
classrooms
meet the
criteria

Individuals may
require an

EDUC 633 ISD PROJECT

22
easily navigated.

12:45 - 2:45

Individual
attendee will
have two hours
to construct
their own
classroom
based upon
their specialty.
Note: Primary
(K-5)
classrooms
will not be
subject
specific and
should contain
specific
buttons for the
correlating
subject.

2:45 - 3:30

Submission of
the classroom
to the
instructor

3:30 - 3:45

Table 5

Individuals
will go to the
post
assessment
survey and
submit their
answers

additional day for

construction.

Ensure all
classrooms are
working and
contain all
required elements.
Report attendance
and results to the
school and the
district.

https://www.surveymonkey.com/s/BB8
7RPW

provide the survey

link

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Media Selection Course Planning Chart- Blackboard

Instructor: Creating and Using a Class in Blackboard

Profe ssional
De ve lopme nt
O utcome
O bje ctive s

On an individual level, successfully identify the tools and resources needed to build an online educational course in a digital
Blackboard environment.
On an individual level, successfully identify the location within their school the tools and resources needed to build an online
educational course in a digital Blackboard environment.
On an individual level, successfully identify the steps that need to be taken in designing an online course in a digital
Blackboard environment.
As an individual or small group project, using the resources available to them in their school, successfully set up a fully
functional basic online educational course in a digital Blackboard environment within the time limit set by the instructor.
As an individual or small group project, successfully demonstrate the 100% functionality of the online course they set up in a
digital Blackboard environment.

Check-On-Learning will be accomplished at periodic points through the interactive synchronous class
Final check-on-learning will be accomplished asynchronously
After the lessons, the final assessment will occur with the design of a working blackboard environment for their classroom
and the ability to insert documents
Faculty requires the following skills

Internet operation and maneuverability

How to upload and download documents

Experience with collaboration software

Experience with annotating corrections online

Instructor needs the following knowledge:

Use of Prezi software

How to operate and create Blackboard

Le arning Activities

Function with collaboration software

& Re source s
Ne e de d

All the aforementioned skills for the faculty

Hardware and tools:

Projector

Schools Blackboard Model

Internet Connection

Google Drive/Docs

Prezi Account for school

Microsoft Office Suite

Staff and Faculty will be able to setup and initiate a classroom environment in Blackboard.

Faculty will be begin to use Blackboard for facilitation of homework assignments and to record grades and comments on
assignments.
Inte gration of
Faculty will be able to teach students how to use the Blackboard environment to submit assignments and view progress and
Workshop Skills
comments.
Into the
Curriculum

Classrooms will begin to use collaboration through Blackboard for discussion boards with Staff and Faculty monitoring.

Administrators will be able to field questions and answers from parent/guardians about the use of Blackboard in the Schools.

Provided Web address.

Provided password.
Acce ssibility

Internet connectivity with minimum of 15 Mbps download and 10 Mbps upload speed.

Computer or fully functional tablet device.

Google account.
Te chnology
Re quire me nts

Access to the district Blackboard environment.

Updated Adobe Flashplayer, (updated Internet Explorer or Google Chrome will provide the latest update)

Chrome, Hangouts, Google, YouTube and any other reference to Google products are owned by Google Inc. and
remain their distinct property.

Prezi and prezi.com are the property of Prezi Inc. 2015

Internet Explorer, Microsoft Office, Word, and PowerPoint are the property of Microsoft Corporation.

Adobe Flashplayer is the property of Adobe.

Blackboard is the property of Blackboard Inc.

Copyright Issues
T he use of these, and any other items in the conduction of this course, and any subsequent use of these products in
conjunction with duties appropriate to the staff and faculty of this school district occur under the umbrella of MEULA or
under the rights of fair use for education.

Any unauthorized use of these products, or unauthorized distribution of the intellectual property of the school district are
subject to the appropriate laws, local, regional, the U.S. Digital Millennium Copyright Act, and international laws and
guidelines.
Asse ssment of the
Le arning and Final
Asse ssme nt

Table 6

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References

Chao, L., Hung, I., & Chen, N. (2012). On the design of online synchronous assessments in a
synchronous cyber classroom. Journal of Computer Assisted Learning, 28(4), 379-395.
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction. San Francisco:
Pfeiffer.
CSUPTechnologist. (2010, July 23). Blackboard 9.1 Tutorials. Fort Collins, CO. Retrieved
February 8, 2015, from
https://www.youtube.com/watch?v=w2flZchvjyY&list=PLFA249DA7412C4D5C&src_v
id=3vsLjoKe_kM&feature=iv&annotation_id=annotation_185028
Dick, W., Carey, L., & Carey, J. (2004). The systematic design of instruction (6th edition).
Boston, MA: Allyn & Bacon.
Horton, W. (2012). E-Learning by design. San Francisco, CA: Pfeiffer Publishing.
Morrison, G., Ross, S., & Kemp, J. (2001). Designing effective instruction (3rd edition). New
York, NY: John Wiley & Sons.
Robertshaw, M., & Commonwealth of Learning, V. C. (2000). Support Groups in Distance
Education Knowledge Series.
Rockinson-Szapkiw, A. (n.d.). Principles of design and management in distance education
(Module 3). Retrieved from http://www.amandaszapkiw.com/learning-units/principlesdesign-management-distance-education/
Szapkiw, M., & Szapkiw, A. (2010). Module 4: Design (P2: Assessment). Lynchburg, VA, USA.
Retrieved from http://www.amandaszapkiw.com/elearning/principles-of-design/module4-2/index.html
Technology in Education. (2011, September 1). Education Week(A-Z). Retrieved February 8,
2015, from http://www.edweek.org/ew/issues/technology-in-education/

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Appendix A
Assessment Surveys

Figure A1 Pre-Assessment Survey

Figure A2 Post Assessment Survey

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Appendix B
Prezi Screen Prints

Figure B1 Prezi Menu

Figure B2 Sample Prezi on Blackboard

Figure B3 Sample Prezi on Blackboard

Example video for Prezi - http://youtu.be/VMYJNeoBQ9Y

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Appendix C

Designing Your Class with Blackboard Website

Website link - https://tsweet4libertyedu.wordpress.com/

Figure C1 Home Page for Course Module

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Appendix D

Sample Completed Individual Blackboard Course

Figure D1 Banner and Announcements

Figure D2 Syllabus and Class Schedule

Figure D3 Faculty Contact Information

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Appendix E
Distribution of Work

Group

This was truly a team effort. It is almost impossible to break down who did
what because very little was technically assigned to anyone and what was
generally was picked apart by each team member to enhance the end product.
What I outlined below were very loosely assigned but they took the lead.

David Kerr

Prezi Content
Graphs
Scheduling
Flowchart
Proofreading

Tina Sweet

Website design
Assessments
Screenshots
Meeting recording
Proofreading

Gary Rose

Objectives
Analysis
Distribution of work
Scheduling
Proofreading

Table E1 Distribution of Work