Face to Face Professional Development at Knox Elementary

One Note Training

Stacy Sears
Part One: Identification of Learning Problem

General Audience
The audience is composed of 10 certified teachers at Knox Elementary School in Cherokee
County Georgia. Teachers teach a variety of subjects and grade levels ranging from first to fifth
grade. Teacher experience in the group is varied, ranging from novice to veteran teachers. Seven
of the teachers have a Masters degree and the remaining three have a Bachelors degree. All of
the teachers in the target audience are female. I met with my site supervisor to discuss
technology needs at Knox Elementary. She noted that teachers had expressed concerns with
being unable to access and edit folders in One Note. A short survey was administered to the
faculty at Knox allowing them to share their comfort level with One Note and their interest in a
professional development on OneNote. Upon reviewing the survey, it was apparent that teachers
needed training to be able to use one note. An email was sent to the participants who expressed
an interest in training opportunities to determine a number for the professional development. Ten
teachers responded stating they would like to attend the training on One Note.
Problem Identification
Cherokee County school district is on the cutting edge, utilizing available technology for both
students and staff. The county is always looking for ways to implement technology to enhance
student learning and to assist teachers in being efficient with daily tasks. Professional Learning
Communities (PLCs) are one way grade and subject area teachers can meet to plan and discuss
student data. Many schools require PLC groups to record meeting minutes in a OneNote
notebook that is shared with the staff and administration. Some staff members have not had
training on OneNote notebooks and are unable to access or edit notebooks. Additionally, the
administration at Knox Elementary uses OneNote notebooks to share documents with staff. Staff
members are required to review these documents prior to staff and leadership meeting. Teachers
who were not trained on One Note are unable to complete these required tasks.
Instructional Goals
Teachers will be able to log into their One Note notebook.
Teachers will be able to view shared notebooks
Teachers will be able to create new notebooks.
Teachers will be able to add sections to their notebooks.
Teachers will be able to share notebooks.
Teachers will be able to add documents to their notebooks.
Part 2: Learner Analysis
Introduction
The learners consist of 10 certified teachers who teach at the Elementary school level. All of the
learners in the group are female. Teacher degrees are as follows: 7 teachers have a masters
degree and 3 of the teachers have a Bachelors degree. The group has a wide range of experience
levels; 3 teachers from 0-10 years, 4 from 11-20 years, and 3 from 21-30 years of experience.
The data on years experienced was gathered through a staff survey. The data regarding degree
level and sex was collected from the front office.
Entry Characteristics
Entry skills:
Be able to log onto the district office 365 account and open one note
Be able to upload documents from their personal computer.
Be able to open links to find documents.
Some learners are currently using OneNote.
Most learners have limited experience with OneNote and its features.
Prior knowledge:
Many teachers have experience with, and have effectively implemented office 365 products.
Teachers are required to keep their websites up to date, therefore, should be able to upload files
to OneNote. Most of the staff has received training on office 365 tools and can log into their
office 365 account.
Attitude toward content and academic motivation
Learners are aware that they are required to use technology provided by the county to improve
the learning environment in their classroom. All of the teachers indicated that the use of web-
based technology in the classroom is important. Conversely, only three of teachers were satisfied
with their current use of technology to increase student learning. Insufficient training was
indicated as a barrier to the use of technology in the classroom. When presented with OneNote,
teachers were unsure of its benefits to the classroom but noted it was required to view documents
from administration. It is apparent that teachers place a value on the use of technology, and are
motivated to use technology, but may not have the confidence or time to implement it in the
classroom. Teachers are evaluated each year on their instructional strategies and technology
strategies are encouraged by administration. Learners are motivated to learn more about
technology as it directly relates to their end of year summative evaluations. All data referenced
in this section was obtained through a short survey provided to all learners in the training group.
Educational Ability Levels
The learners in the training group have various experience levels regarding use of technology.
Three of the learners completed the teach-twenty one endorsement, which required a year of
training on various technology programs and a capstone project. The entire staff has been trained
to use the smart board technology that is available in all classrooms, as the training was a
requirement. All learners in the target audience have had training on office 365 from the county,
however, only half of the target audience actually uses its programs in the classroom. All
learners use the following technologies daily: online grading and behavior program, teacher
websites, Microsoft office programs, and county email. Learners have the capability to utilize
office 365 programs, but lack the training to do so confidently. All data from this section was
collected from a survey.
General learning preferences
Learners in the target audience were given a survey to indicate their learning preferences. The
majority of the target audience prefers face to face learning opportunities. All learners indicated
a preference that allowed them to create a product that could be directly used in their classroom,
rather than a hypothetical situation.
Attitude towards education in general
All learners in the target audience place a high value on education, for students and continued
learning for themselves. The majority of learners have an advanced degree indicating a value for
education. Sixty percent of learners have added endorsements to their teaching certificates since
they began teaching. All learners have participated in one or more technology trainings at the
county level. All learners indicated that continued education is crucial to being an effective
teacher. Data in this section was obtained by a survey given to the target group.
Group Characteristics
The school is located in Canton, Georgia. Teachers in Cherokee County are considered middle-
class, with a median income of $56, 737. Learner ages vary widely, from twenty-five to forty-
five. One hundred percent of learners are Caucasian. All teachers speak English as their primary
language. All learners are professional in attendance, communication, and dress. The data on
teacher salaries was obtained from glassdoor.com, while teacher age was obtained from front
office, and language obtained through a survey.
Part 3:Task Analysis
I conducted a procedural task analysis to guide the design of my instruction. A procedural
analysis is one that guides the learner through a multiple step process. In this analysis the
designer creates a chronological ordering of steps to make it easy for the learner to complete the
steps in the task. The designer should also add in check points along the way to ensure the
learner that they are on the right track. Since my instruction will guide teachers on how to
navigate and effectively use the tools in office 365 and not define what the tools are, I chose a
procedural analysis. My procedural analysis will guide the learner in a logical step by step
process to using the tools available in OneNote. Before creating my task analysis, I met with my
subject matter expert to determine which tools of OneNote I wanted my learners to be able to
use. We reviewed part one of my key assessment and reviewed the instructional goals. From
there, we came up with a plan for how to meet the instructional goals. I went through the basic
features of one note and created a notebook with various sections to highlight the main features
of the program. Each learning goal is listed below with the steps to complete each task.
My subject matter expert is the media specialist at Knox Elementary. She has been a classroom
teacher for seven years and a media specialist for 3 years. She obtained her Masters degree in
instructional technology in 2008. This is her first year at Knox Elementary as the media
specialist. I will serve as the subject matter expert, along with the media specialist, since I have
attended a training in OneNote and use the program in my classroom. I have been teaching
science in Cherokee County for nine years. I attended Kennesaw State University and received
my Bachelors degree in middle grades education. I have since added the gifted endorsement to
my certificate. I am currently perusing my Masters degree in instructional technology from
Georgia Southern University. I have a certificate in middle grades science, reading, and social
studies.
1. Log into the district office 365 account
1.1 Log onto the county website
1.1.1 open chrome (county website is the homepage)
1.1.2. Click on the office 365 icon
1.1.3 enter credentials and sign in
1.2. Open OneNote
1.2.1. Click the One Note icon to open program (prior users)
1.2.2. Click on the waffle icon on the top left of the screen
1.2.1 Hover over the icon
1.2.2 Click the three circles and select pin to home
1.2.3 Click on OneNote on the homescreen

2. Create a new notebook

2.1 Click the plus sign to create a notebook
2.2 Name the notebook OneNote Training
2.3 Add sections
2.3.1 Click plus sign
2.3.2 Click on the tab to name the section
2.3.3 Name the section features
2.4 Create pages within section
2.4.1 Click plus sign
2.4.2 Name the section to do list

3. Practice features of OneNote

3.1 Click on the to do list section
3.1.1 Click home
3.1.2 Click To do list
3.1.3 Add items to list
3.2 Email page
3.2.1 Click email page
3.2.2. Enter recipients in email
3.3 Upload documents
3.3.1 Create section upload documents
3.3.1.1 Click home
3.3.1.2 Click paperclip
3.3.1.3 Find document on computer
3.4 Record video
3.4.1 Create section documents
3.4.1.1 Click Insert
3.4.1.2 Click record video
3.4.1.3 Click stop when recording is complete
3.5 Add diagram
3.5.1 Create section diagram
 3.5.1.1 Click draw
2.5.1.2 Choose pen
3.6 Insert online pictures from creative commons
3.6.1 Create section online pictures
3.6.1.1 Click insert
3.6.1.2 Click online pictures
3.6.1.3 Click creative commons
3.6.1.4 Click image to insert
3.7 Password protect a tab
3.7.1 Right click on tab
3.7.2 Click password protect
3.7.3 Click set password

4. Share Notebook
4.1 Click File
4.2 Click Share
4.2.1 Chose method to share

Part 4: Instructional Objectives

Terminal Objective 1: To describe OneNote and its features

Enabling Objective:
1A: Describe the OneNote program
1B: Describe the features available in OneNote

Terminal Objective 2: To explain the value of OneNote to create engaging lessons

Enabling Objectives:
2A: List the advantages of OneNote to educators
2B: Evaluate lessons created in OneNote

Terminal Objective 3: To set up a new OneNote notebook

Enabling Objectives:
3A: Perform the procedures to set up a new notebook
3B: Customize notebook for specific content area

Terminal Objective 4: Design a lesson using multiple features in OneNote to post material and
assess student learning.
Enabling Objectives:
4A: Determine student needs based on previous assessment data.
4B: Chose a method for posting content related material
4C: Create and embed an assessment in OneNote to assess student learning.

Terminal Objective 5: To share notebooks and collaborate with other teachers

Enabling Objectives:
5A: To perform procedures to share a created notebook
5B To explain the value of collaboration with other teachers

Classification of Instructional Objectives:

Performance
Content Recall Application
Fact
Concept 1, 1A, 1B
Principals 2,2A 2B
Procedure 3,3A,3B 4,4A,4B,4C
Interpersonal 5,5B
Attitude

ISTE Standards

Instructional ISTE Standards

Objectives
1,1a ISTE 1a. Promote, support, and model creative and innovative thinking
and inventiveness.
5,5b,2b ISTE 1c. Promote student reflection using collaborative tools to reveal
and clarify students conceptual understanding and thinking, planning, and
creative processes.
2,2a,4,4a ISTE 2a. Design or adapt relevant learning experiences that incorporate
digital tools and resources to promote student learning and creativity.
3,3a,3b ISTE 2d. Provide students with multiple and varied formative and
summative assessments aligned with content and technology standards,
and use resulting data to inform learning and teaching.
1b,4b,4c ISTE 3c. Communicate relevant information and ideas effectively to
students, parents, and peers using a variety of digital age media and
formats.

Part 5: Development of Assessments

Instructional Goals Objectives UDL Assessments
Strategies
Lesson 1: Introduce Objective 1: Information is -Learners will create a
Watch video and To describe presented in various brief summary of the
and describe define the OneNote and ways. Learners will OneNote program. The
the OneNote OneNote its features gain information summary should detail
program. program. 1A: Describe about OneNote OneNote features and
The learner the OneNote through video, blogs, persuade other
will program and websites. educators to use the
brainstorm 1B: Describe program.
possible the features Learners are being - Use list of OneNote
uses for the available in assigned authentic features, and describe
classroom. OneNote tasks that are possible uses in the
purposeful and classroom
motivating. -Differentiation:
Assigning uses for Provide list of OneNote
OneNote features will Features for learners
allow teachers to see who are less familiar
the value of OneNote. with the program.
Lesson 2: Discuss Objective 2: Information is - Participate in class
Learners the value To explain the presented in various discussion
will watch a of having value of ways. A video link is How will the use of
teachers all OneNote to posted along with OneNote impact
success learning create web links. learners in my
story with tools in engaging classroom?
OneNote. one place lessons Learners are being Include two or more
Learners for 2A: List the assigned authentic practical classroom
will view middle advantages of tasks that are application examples.
one lessons grade OneNote to purposeful and -Review a lesson
created in learners. educators 2B: motivating. Learners created in one note and
OneNote Outline Evaluate are given a success list the benefits and
and discuss the lessons created story from another drawbacks of using the
the features in OneNote educator. Learners are program to creating
effectivenes of the given an example of a engaging lessons.
s of the program lesson created in -Differentiation:
lesson. and OneNote. Provide list of OneNote
impacts features for student use.
on List will be used to
learning. guide lesson review.
Lesson 3: Create Objective 3: Learners are being -Create a how-to for
Set up and To set up a assigned tasks that are teachers to create a
teacher a customiz new OneNote authentic and OneNote notebook.
new e a new notebook purposeful. Learners will pick any
OneNote notebook 3A: Perform web 2.0 tool to create
notebook. for the procedures how to.
Create a classroo to set up a new Learners are given
how-to m use. notebook choice on product Differentiation: Provide
presentation they create to show a list of web 2.0 tools
showing 3B: what they have that can be used for
other Customize learned. presentation. This can
teachers notebook for be used for students
how to set specific who are unfamiliar with
up and content area web 2.0.
organize
notebooks.
Lesson 4: Use the Objective 4: Information is being -Learners will post
Explore the features Design a presented in various discussion about the
features of of lesson using ways: web links, use of OneNote to
OneNote. OneNote multiple videos, handouts. present new content
Create a to teach features in and assess student
mini-lesson and OneNote to Learners are being learning. Learners will
using the assess a post material assigned authentic outline the benefit of all
features of mini- and assess tasks that are classroom content
OneNote. lesson. student authentic and being located in one
learning. motivating. Mini place.
4A: lessons created in this
Determine task can be used in -Discussion:
student needs classrooms. If you were creating a
based on lesson how would you
previous Learners are being post material in
assessment given multiple means OneNote, how would
data. of expressing what you assess student
they have learned. learning? How would
4B: Chose a Learners can chose students benefit from
method for any features in information being
posting content OneNote to create located in one place?
related lesson.
material. Differentiation:
Provide a quick
4C: Create reference of features
and embed an that can be used when
assessment in learners are responding
OneNote to to class discussion.
assess student
learning.

Lesson 5: Explain Objective 5: Learners are being -Review a peers shared

the value To share assigned authentic lesson and offer ideas
Learners of notebooks and tasks that are for improvement.
will share sharing collaborate authentic and Remember that
their created lessons in with other motivating. Teachers feedback should be
lesson with OneNote. teacher will be able to share constructive and
another 5A: To created lessons and positive. Be sure to
teacher in perform collaborate with other offer specific ideas to
the training procedures to teachers more improve the lesson, ex:
class. share a created effectively. what features might
notebook improve the lesson?
Include positive
5B: To feedback as well.
explain the - Make changes to your
value of lesson based on the
collaboration peer feedback, note
with other changes made.
teachers -Reflect upon the
usefulness of the
OneNote program. Do
you think the program
will assist in creating
engaging lessons, what
features do you find
most useful.
-Differentiation:
Provide a list of
features for learners to
pull from to complete
their reflection.

Lesson 1 assessments:

1. Rubric used to score OneNote summary

0 1 2
Description of program is Description of program is
OneNote Description of program is
clearly indicated in most clearly indicated in all parts
description not clear.
parts of the Summary of the summary
The summary does not
The summary lists some The summary lists most
Features list and features of
features of OneNote features of OneNote
OneNote
This summary does not Parts of the summary
The summary persuades
Persuade persuade others to use the persuade others to use the
others to use the program
program program
The summary contains The summary contains some The summary contains no
Grammar
spelling errors that spelling errors that distract spelling errors that
distracted the reader the reader. distracted the reader
Total Possible 8
2. OneNote summary sample
OneNote is a digital notebook that allows users to organize important information in one place.
Users can organize the notebook by different topics such as: school, work, and home. Within
each topic or tab the user has the ability sub-divide creating sections within the notebook. The
program offers various note taking tools: typed or hand-written, graphs, and sketches. Various
features are available allowing users to attach documents, videos, graphs and audio. OneNote
users can collaborate and work on a document at the same time. Notebooks can also be shared
with other users.

3. Rubric used to score OneNote features and classroom uses

0 1 2
Feature list is not accurate Feature list is accurate but Feature list is both
Features
or incomplete incomplete accurate and complete
No link to OneNote Clear link to OneNote
Link to Some links to OneNote
features and classroom features to possible
classroom use features and classroom use
use classroom uses
The list contains spelling The list contains some The list contains no
Grammar
errors that distracted the spelling errors that distract spelling errors that
reader the reader. distracted the reader
Total Possible 6

5. Differentiation: List of OneNote features

OneNote Features Link to classroom use
To Do list
Email page
Upload and embed documents
Record video
Add a diagram or sketch
Insert online pictures
Password protect a tab

Lesson 2 Assessments:
1. Discussion rubric
0 1 2
Impact on Discussion does not Discussion outlines some
Discussion clearly outlines
Student outline impact on student impact on student
impact on student learning.
Learning learning. learning.
Provides Learner does not provide Learner provide one Learner provides multiple
 practical classroom
Examples
application examples.
The list contains spelling
Grammar
errors that distracted the
reader
Total Possible
practical classroom practical classroom
application example. application examples
The list contains some The list contains no
spelling errors that spelling errors that
distract the reader. distracted the reader
6

2. Review of OneNote lessons

0 1 2
Lists benefits and Lists benefits and drawbacks and
Lists benefits and
Benefits and drawbacks and provides explanation for each.
drawbacks but does not
drawbacks provides an explanation Provides possible solutions to
provide an explanation.
for each. listed drawbacks.
Link to No link to OneNote Some links to OneNote
Clear link to OneNote features
Engaging features and classroom features and classroom
and classroom engagement.
Lessons engagement. engagement.
The list contains The list contains some
Grammar The list contains no spelling
spelling errors that spelling errors that
errors that distracted the reader
distracted the reader distract the reader.
Total Possible 6

3. Differentiation: Use list of Edmodo features to guide impact on student learning discussion
OneNote Features
To Do list
Email page
Upload and embed documents
Record video
Add a diagram or sketch
Insert online pictures
Password protect a tab

Lesson 3 assessments:
1. web 2.0 rubric
0 1 2
The presentation
Presentation Information is sequenced Information is sequenced
demonstrates no logical
Organization logically logically; intuitive
sequence of information
Presentation The presentation does not The presentation provides The presentation
outlines steps for provide steps for setting steps to set up a new provides clear and easy
creating and
notebook but does not to follow steps for
organizing a new up and organizing a
provide details on how to creating and organizing a
OneNote OneNote notebook.
organize the notebook. new OneNote notebook.
notebook.
The presentation The presentation
demonstrates minimal functions; screens are not
The presentation
effort to create a quality cluttered; color and font
functions, but color or
Quality & effort presentation; spelling choices allow for easy
font choices may make
errors; screens are dark or viewing
viewing it difficult
hard to read; cluttered
screens

Citations/references are Citations/references are

given for graphics, given for graphics,
No citations/references are images, background
images, background
References given for graphics, music indicating they
music; may not be clear
images, background music were used legally
that they were used
legally

Total Points: 8

2. Explanatory notes for creating web 2.0 presentation

Pick Web 2.0 tool
Create a how-to presentation that details the steps to creating and organizing an OneNote
notebook.
Use graphics and text in an organized manner
Remember educators are the audience
Utilizing screenshots from OneNote is encouraged.
Make sure fonts are colors do not take away from the content being presented
3. Differentiation: Provide list of web 2.0 tools available for presentation
www.powtoons.com
www.sliderocket.com
www.slideshare.com
www.picsviewr.com
Lesson 4 assessments:

1. Discussion rubric

0 1 2
Methods for Discussion does not Discussion outlines Discussion clearly
posting outline or describe methods for posting outlines and describes
 methods for posting content but does not methods for posting
material
content. describe methods. content.
Learner does not list or Learner lists the student Learner lists and explains
Student explain the student benefit benefit of content being the student benefit of
benefit of content being located in located in a central location content being located in a
a central location. but does not explain. central location.
The list contains spelling The list contains some The list contains no
Grammar
errors that distracted the spelling errors that distract spelling errors that
reader the reader. distracted the reader
Total Possible 6

3. Differentiation: Quick reference guide to help learners respond to class discussion.

Sign into OneNote
Create a section in the training tab Discussions
Title the discussion My use of OneNote
Respond to the class discussion

4. Rubric for mini-lesson

0 1 2
Mini lesson did not contain Mini lesson includes at least Mini lesson includes a
Use of
a variety of OneNote two different OneNote variety of OneNote
features
features. features. feature.
Content is presented in a
Content is not presented is Content is presented in a
clear and logical way.
Content clear and logical manner. clear and logical way.
Content is not presented
posting Content is presented using Content is presented using
using various presentation
various presentation tools. various presentation tools.
tools.
Summative assessment was
Assessment Formative and summative included in the lesson but Formative and summative
Strategies assessment was not not formative assessment assessment was included
included in the mini lesson. was included in the mini in the mini lesson.
lesson.
Total Possible 6

Lesson 5 Assessments:

1. OneNote Reflection rubric

0 1 2
 Learner does not list or Learner list but does not OneNote lists and
Usefulness of describe how he/she describe how he/she would describes how he/she
OneNote would use OneNote in the use OneNote in the would use OneNote in
classroom. classroom. the classroom.
Learner does not list or Learner lists and describes Learner lists and
describe the features that the features of OneNote that describes the features
Feature List
would be most useful in would be most useful in the that would be most
the classroom. classroom. useful in the classroom.

Learner does not clearly Learner clearly explains

Learner does not explain the impact of OneNote
Student explain the impact of
the impact of OneNote on on student learning.
Engagement OneNote on student
student engagement
engagement.

The list contains spelling The list contains some The list contains no
Grammar errors that distracted the spelling errors that distract spelling errors that
reader the reader. distracted the reader

Total Points: 8

2. Differentiation: OneNote feature list

OneNote Features
To Do list
Email page
Upload and embed documents
Record video
Add a diagram or sketch
Insert online pictures
Password protect a tab

Assessments are aligned with objectives

Objectives Assessment
Objective 1: To describe OneNote and its features 1, 1A: Summary
1B: table with OneNote features
1A: Describe the OneNote program and possible classroom uses
1B: Describe the features available in OneNote

Objective 2: To explain the value of OneNote to create 2: Discussion

 engaging lessons 2A,2B: List of benefits and
drawbacks
2A: List the advantages of OneNote to educators
2B: Evaluate lessons created in OneNote

Objective 3: To set up a new OneNote notebook 3, 3A, 3B, 3C: web 2.0
presentation
3A: Perform the procedures to set up a new notebook
3B: Customize notebook for specific content area

Objective 4: Create a lesson using multiple features in 4, 4A, 4B, 4C: discussion post
OneNote to post material and assess student learning. and mini-lesson
4A: Determine student needs based on previous
assessment data.
4B: Chose a method for posting content related material
4C: Create and embed an assessment in OneNote to
assess student learning.

Objective 5: To share notebooks and collaborate with 5, 5A, 5B, 5C: Lesson
other teachers modification and reflection
5A: To perform procedures to share a created notebook
5B To explain the value of collaboration with other
teachers

Part 6: Content Sequencing and Instructional Strategies

Instructional Sequence
Sequence Description Objective
1 Describe OneNote and its features 1
2 Explain the value of OneNote to create engaging lessons 2
3 Set up an new OneNote notebook 3
4 To design a lesson appropriate for the students in your content area 4
5 To share a notebook with another teacher 5

This unit will be taught in the world-related sequence. Since the learners in this unit will
be certified teachers, the unit will progress as they would move through teaching a unit. First,
the pre-requisite information about OneNote and its features must be taught before the learners
can use its features in designing a lesson. The sequences alternates through individual work and
group discussions in learning about OneNote.
Lesson 1: An Introduction to OneNote
Objective 1: Describe OneNote and its features
Objective 1A: Define the OneNote program
Objective 1B: Describe the features available in OneNote

Initial Strategy: First, introduce OneNote with a short video from Microsoft. Second, identify
OneNote as a one stop shop for lesson planning. Third, post links to features of OneNote and
instructions for use.
UDL: Content is presented in various ways: links posted documents, and video clips. The use
of various presentation methods encourages different types of learners to engage in the unit.
Well-developed knowledge is essential for learning (Rittle-Johnson, Siegler, & Alibali, 2001)
Providing multiple sources and types of content to student allows them to gain a broader and
more sustainable knowledge of the content being taught. As cited above, this broad
understanding of newly presented content is a crucial component of learning.
Generative Strategy: Learners will create a chart linking OneNote features to possible uses in
the classroom. This requires learners to think about application of OneNote in their own
classroom.
UDL: Assigned tasks are authentic and have real life applications. Requiring learners to think of
ways OneNote features can be used to create engaging lessons.
Integrate existing knowledge with new information (Jonassen,1988)
Educators are familiar with ways to design engaging lessons but at times are in need of
additional resources to do so. Teachers are able to take their existing knowledge of lesson
planning and pair it with new information, features of OneNote, to better serve their students.

Lesson 2: Understanding the Value of OneNote and student engagement

Objective 2: To explain the value of OneNote to create engaging lessons
Objective 2A: List the advantages of OneNote to educators
Objective 2B: Discuss the possible uses of OneNote

Initial Strategy: First, learners will watch a success teachers success story using OneNote.
Second, learners will review a lesson created in OneNote.
UDL: Assigned tasks are authentic and have real life applications. Allowing learners to see a
true success story from another educator makes learning more meaningful.
Elaboration can be explaining the importance of a concept or a fact (Wiley, 2013)
Elaboration is a strategy that requires the learner to add their ideas to new information. Learners
will be required to make this connection when thinking about how a lesson is created and
accessed in OneNote.
Generative Strategy: First, Learners will participate in a discussion outlining the impact of
OneNote on student learning. Second, learners will describe the benefits and drawbacks of the
reviewed lesson.
UDL: Assigned tasks are authentic and have real life applications. Learners are being
encouraged to think of ways OneNote can be used to create and access lessons; this allows
learners to see the value of the OneNote program.
Identify key ideas and interrelate them (West, Farmer, and Wolf, 1991)
In this task learners are required to take the two components; OneNote features, and student
learning and think about the link between the two.
Lesson 3: Getting Started
Objective 3: To set up a new OneNote notebook
Objective 3A: Perform the procedures to set up a new notebook.
Objective 3B: Customize notebook for a specific content area.

Initial Strategy: First, learners set up a new notebook and use features of OneNote with
guidance from the instructor. Second, learners will watch a short video on OneNote features and
will have time to explore features on their own.
UDL: Assigned tasks are authentic and have real life applications. Learners are using the
OneNote features in the same way they could use features in the classroom. Content is presented
in various ways: video clip, teacher guided instruction, and self-exploration of the OneNote
program. The use of various presentation methods encourages different types of learners to
engage in the unit.
The learners are required to explore the features of OneNote on their own as they set up a
notebook they can use in their classrooms. Having students learn by doing makes the lesson
student-centered and not teacher centered; which makes learning more meaningful.
Generative Strategy: Learners will create a how to presentation using a web 2.0 tool of their
choice. The presentation will teach other teachers how to use the features of OneNote.
UDL: Learners are being given multiple means of expressing what they have learned. Learners
have the choice of different web 2.0 tools to create presentation. The use of choice allows
learners to express themselves in a way that is comfortable to them.
When first learning a procedure, having the learner explain the procedure reduces the need for
the designer to explain the procedure. (Wittwer & Renkl, 2010)
Integrate existing knowledge with new knowledge (Jonassen,1988)
Allowing learners to take what they have learned and their already existing knowledge about
designing instruction allows them to make meaningful connections.
 Lesson 4: Designing a Lesson using OneNote
Objective 4: To design a lesson using multiple features in OneNote to post material and assess
student learning.
Objective 4A: Determine student needs based on previous assessment data.
Objective 4B: Chose a method for posting content related material.
Objective 4C: Create and embed as assessment in OneNote to asses student learning.

Initial Strategy: Provide link to an exemplar or an example of a mini-lesson created using

features of OneNote. Provide a rubric detailing what components are expected within the lesson.
Post links for students to access that will guide them through the features of OneNote.
UDL: Assigned tasks are authentic and have real life applications. Learners are able to review a
real lesson on OneNote before creating their own.
Give an exemplar example in initial presentation (Tennyson & Cocciarella, 1986)
Providing an exemplar allows learners to see what is expected of them provides a reference to
guide the learner through the assignment.
Generative Strategy: Students will respond to a discussion about what features of OneNote they
plan to use in their Mini-lessons. Create a mini- lesson in OneNote; posting content, and
assessing learning, using the features of OneNote.
UDL: Assigned tasks are authentic and have real life applications. This assignments will allow
learners to practice posting content and links using OneNote. It will also allow teachers to
envision how they can use the Program in their own classroom.
Using Integration and organization strategies together is useful in facilitating generative learning.
(Wiley, 2013)
Both integration and organizational strategies were used in this task which fosters learning.

Lesson 5: Share notebooks and collaborate with other teachers

Objective 5: To share notebooks and collaborate with other teachers
Objective 5A: Perform procedures to share a created notebook
Objective 5B: explain the value of collaboration with other teachers

Initial Strategy: First, learners use OneNote features to share their completed mini-lesson with
a peer in the training group. Second, learners will locate shared documents within OneNote to
view a lesson that was shared with them.
UDL: Assigned tasks are authentic and have real life applications. Learners use the information
they have learned about OneNote to share lessons and view shared lessons. This task will allow
teachers to share and collaborate with other educators in the future.
Well-developed knowledge is essential for learning (Rittle-Johnson, Siegler, & Alibali, 2001)
Generative Strategy: Create a list of ideas for improvement on reviewed lesson. Learners will
also list features of the lesson that worked well and do not need to be changed. One suggestions
have been made learners will modify their own lesson to reflect suggestions by their peer.
UDL: Assigned tasks are authentic and have real life applications. Learners are using existing
knowledge of lesson planning to assist a peer in improving a lesson. They are also using their
new knowledge of OneNote features to improve a lesson.
Integrate existing knowledge with new knowledge (Jonassen,1988)
Learners are using their knowledge they have about OneNote to carry out a real life task that will
assist them in lesson planning in the future.

References
Morrison, G., & Ross, S. (n.d.). Designing effective instruction (Seventh ed.).
Rittle-Johnson, B. Siegler R. S., & Alibali, M. W. (2001). Developing Conceptual understanding
and procedural skill in mathematics: An iterative process. Journal of Educational
Psychology,93(2), 346-362.
Witter, J., & Renkl, A. (2110). How effective are instructional explanations in example- based
learning? A meta-analytic review. Educational Psychology Review,22(4), 393-409.
Tennyson, R.D., & Cocchiarella, M.J. (1986). An empirically based instructional design theory
for teaching concepts. Review of Educational Research, 56,40-71.
Part 7:Design of Instruction
Instructional Goals Objectives UDL Assessments
Strategies
Lesson 1: Introduce Objective 1: Information is -Learners will create a
Watch video and To describe presented in various brief summary of the
and describe define the OneNote and ways. Learners will OneNote program. The
the OneNote OneNote its features gain information summary should detail
program. program. 1A: Describe about OneNote OneNote features and
The learner the OneNote through video, blogs, persuade other
will program and websites. educators to use the
brainstorm 1B: Describe program.
possible the features Learners are being - Use list of OneNote
uses for the available in assigned authentic features, and describe
classroom. OneNote tasks that are possible uses in the
purposeful and classroom
motivating. -Differentiation:
Assigning uses for Provide list of OneNote
OneNote features will Features for learners
allow teachers to see who are less familiar
the value of OneNote. with the program.
Lesson 2: Discuss Objective 2: Information is - Participate in class
Learners the value To explain the presented in various discussion
will watch a of having value of ways. A video link is How will the use of
teachers all OneNote to posted along with OneNote impact
success learning create web links. learners in my
story with tools in engaging classroom?
OneNote. one place lessons Learners are being Include two or more
Learners for 2A: List the assigned authentic practical classroom
will view middle advantages of tasks that are application examples.
one lessons grade OneNote to purposeful and -Review a lesson
created in learners. educators 2B: motivating. Learners created in one note and
OneNote Outline Evaluate are given a success list the benefits and
and discuss the lessons created story from another drawbacks of using the
the features in OneNote educator. Learners are program to creating
effectivenes of the given an example of a engaging lessons.
s of the program lesson created in -Differentiation:
lesson. and OneNote. Provide list of OneNote
impacts features for student use.
on List will be used to
learning. guide lesson review.
Lesson 3: Create Objective 3: Learners are being -Create a how-to for
Set up and To set up a assigned tasks that are teachers to create a
teacher a customiz new OneNote authentic and OneNote notebook.
new e a new notebook purposeful. Learners will pick any
OneNote notebook 3A: Perform web 2.0 tool to create
notebook. for the procedures how to.
Create a classroo to set up a new Learners are given
how-to m use. notebook choice on product Differentiation: Provide
presentation they create to show a list of web 2.0 tools
showing 3B: what they have that can be used for
other Customize learned. presentation. This can
teachers notebook for be used for students
how to set specific who are unfamiliar with
up and content area web 2.0.
organize
notebooks.
Lesson 4: Use the Objective 4: Information is being -Learners will post
Explore the features Design a presented in various discussion about the
features of of lesson using ways: web links, use of OneNote to
OneNote. OneNote multiple videos, handouts. present new content
Create a to teach features in and assess student
mini-lesson and OneNote to Learners are being learning. Learners will
using the assess a post material assigned authentic outline the benefit of all
features of mini- and assess tasks that are classroom content
OneNote. lesson. student authentic and being located in one
learning. motivating. Mini place.
4A: lessons created in this
 Determine task can be used in -Discussion:
student needs classrooms. If you were creating a
based on lesson how would you
previous Learners are being post material in
assessment given multiple means OneNote, how would
data. of expressing what you assess student
they have learned. learning? How would
4B: Chose a Learners can chose students benefit from
method for any features in information being
posting content OneNote to create located in one place?
related lesson.
material. Differentiation:
Provide a quick
4C: Create reference of features
and embed an that can be used when
assessment in learners are responding
OneNote to to class discussion.
assess student
learning.

Lesson 5: Explain Objective 5: Learners are being -Review a peers shared

the value To share assigned authentic lesson and offer ideas
Learners of notebooks and tasks that are for improvement.
will share sharing collaborate authentic and Remember that
their created lessons in with other motivating. Teachers feedback should be
lesson with OneNote. teacher will be able to share constructive and
another 5A: To created lessons and positive. Be sure to
teacher in perform collaborate with other offer specific ideas to
the training procedures to teachers more improve the lesson, ex:
class. share a created effectively. what features might
notebook improve the lesson?
Include positive
5B: To feedback as well.
explain the - Make changes to your
value of lesson based on the
collaboration peer feedback, note
with other changes made.
teachers -Reflect upon the
usefulness of the
OneNote program. Do
you think the program
will assist in creating
engaging lessons, what
features do you find
 most useful.
-Differentiation:
Provide a list of
features for learners to
pull from to complete
their reflection.

Part 8: Formative Evaluation Plan

Data analysis and use

Once learners have completed the online learning module they will complete a survey on
the effectiveness of the module. Students will assess the designer on multiple criteria: real life
application of module, learner choice, multiple presentation criteria, and overall effectiveness of
course. Learners will also have a section to list ways in which the designer could improve the
course. Learners will have a chance to list the most and least effective components of the design
and use of module. Survey will be a Likert scale, with ratings ranging from, 0-strongly disagree
to 4-strongly agree.
Once surveys are complete data will be analyzed. The results will be placed in frequency
graphs and tables. Descriptive statistics will be used to analyze the mean, median, and mode, of
responses. Once graphs and calculations are complete, the designer will list comments that
correspond to the most frequent positive and negative responses. After data has been reviewed
the designer will come up with a plan to improve upon design based on responses from learners
who completed the module. Changes will then be made to the module to reflect learner analysis.
The Subject matter expert will also rate the module using a survey. My subject matter
expert is the technology specialist at Knox Elementary School. She has been a classroom teacher
for seven years and a media specialist for 3 years. She is MIE certified and does multiple
activities in the media center using OneNote. The SME will rate various features of the design:
clear objectives, lesson activities, assessment use, assessment alignment with objectives, and
UDL. SME will have an opportunity to discuss effective and ineffective components of design.
SME will be asked to offer suggestions on ways to improve design. Survey will be a Likert
scale, with ratings ranging from, 0-strongly disagree to 4-strongly agree.
Once surveys are complete data will be analyzed. The results will be placed in frequency
graphs and tables. Descriptive statistics will be used to analyze the mean, median, and mode, of
responses. Once graphs and calculations are complete, the designer will list comments that
correspond to the most frequent positive and negative responses. After data has been reviewed
the designer will come up with a plan to improve upon design based on feedback from the SME.
Changes will then be made to the module to reflect the SME analysis.

Participant learning data

Various learning tasks were evaluated to determine if participants met the objectives from the
training. This data was analyzed to determine if learning objectives were met. Descriptive
statistics will be used to discuss the participant learning outcomes.
The first learning objective was for participants to describe OneNote and its features.
Participants wrote summaries of the OneNote program and each summary was evaluated using
the provided rubric. Seven of the participants received and 8 out of 8, three received a 7 out of 8.
All participants were proficient in describing the OneNote program and its features. Learners
also used a list of OneNote features and listed possible classroom use of each feature. A rubric
was used to evaluate the link between features and classroom use. Nine of the participants
received a 6 out of 6, with one scoring a 5 out of 6. All participants proved proficient in
describing how features might be used in the classroom.

Objective 1 Assessments
10
9
8
7
6
5
4
3
2
1
0
summary link to classroom use

90-100 80-89

Summary Sample:
OneNote is a Microsoft program used to organize information in a notebook-like format.
Notebooks can be created and organized using tabs and sections. Once notebooks are created the
user can add information from a variety of sources. Notes can be hand-written, typed, or
diagramed. Information can be attached in the form of video, document, or links. Various
features allow the user to further organize notebooks for optimal use. OneNote has features to
record audio and video directly into a notebook. Users can create to-do lists, email pages, and
insert pictures directly form creative commons. This program is a great tool to organize all types
of media in one easy to use platform.
The second objective was to explain the value of OneNote to create engaging lessons.
Participants were required to participate in a discussion on OneNotes impact on student
learning. A rubric was used to score discussions and all participants received a 6 out of 6,
indicating proficiency. Learners were also required to review a lesson that was created using
OneNote and outline benefits and drawbacks of lesson planning in OneNote. Eight of the
participants scored a 6 out of 6, with two scoring a 5 out of 6. All participants were proficient in
describing the benefits of using OneNote to plan lessons.
Student sample:
Upon reviewing the lesson created in OneNote I identified multiple benefits of using OneNote to
plan and implement lessons. The lesson we reviewed was designed as a webquest and contained
all the information students needed to complete their task. One of the benefits that stood out was
that all the content was arranged in clearly defined tasks. The teacher added multiple resources
for students to complete each task. One feature that I found effective was the use of video to
provide instruction for each task. This activity was student-centered and had all the material
students needed to explore the content. The teacher used various resources to present
information: youtube videos, links, teacher created documents, and diagrams. The students
answered questions on a sheet of paper as the worked through the web-quest. The only
drawback I could think of would be the use of a worksheet rather than completing the worksheet
in OneNote. Reviewing this lesson allowed me to see the various uses of OneNote in lesson
planning.
The third objective required learners to create and customize a notebook for future use. The
assessment tool used to gauge proficiency of the task was a how-to presentation. Learners were
required to create a presentation that would walk other teachers through the process of creating
and customize a notebook using a web 2.0 tool. Presentations were scored using a rubric; six
participants scored an 8 out of 8, four participants scored a 7 out of 8. All participants were
proficient in the second objective of creating and customizing a new notebook.
The fourth objective was to create a lesson using multiple OneNote features. Learners
participated in a discussion to show proficiency of the lesson objective. The discussion focused
on how content related material would be posted and how learning would be assessed. All of the
participants scored a 6 out of 6 on the discussion. A rubric was used to evaluate the discussion
posts. Participants were also required to create a mini-lesson to post content and assess student
learning using the features of OneNote. A rubric was used to score the mini-lessons; nine
participants proved to be proficient with one participant scoring not proficient. The individual
that was not proficient did not finish the lesson during the training session and requested
additional time. With the additional time provided the individual brought her score up to a 5 out
of 6.
Sample discussion:
One of my favorite features of OneNote is the ability to post various types of media in one
location for students to access. If I were to create a lesson in OneNote, I would use multiple
methods to post content. I frequently show short video clips in class from brainpop, khan
academy, and youtube. I would add these videos in the OneNote notebook for students to access
on their own. I have not been brave enough to remove myself completely from the content
presentation so I would most likely add a powerpoint or video of myself. I would use multiple
methods to assess student learning. One method I would use would be a short quiz using
Microsoft forms. I would also use some kind of writing assignment for students to respond to a
prompt. Using different assessment methods will give a clear picture of whether my students
have met the learning goals.
My fifth objective was to share notebooks and collaborate with other teachers. Teachers were
required to share their notebook with another participant. Once lessons were shared teachers
reviewed lessons and offered suggestions for improvement along with strengths of the lesson.
Students were required to write a reflection outlining the usefulness of OneNote, features of
OneNote, and OneNote and student engagement. Reflections were evaluated using a rubric and
all students proved proficient in the learning objective.
Using the assessment data for each objective, I was able to determine that the design was
effective. All learners met the learning goals that were determined before instruction began.
Different assessment methods were used to ensure all learners had the opportunity to show what
they had learned.

Learner evaluation of module

Strongly Disagree Neutral Agree Strongly
disagree Agree
1. Content sequence was logical and
easy to follow.

2. Activities offered meaningful

application of knowledge.

3. Learner was given multiple means

to express what they learned.

4. Content was presented in various

ways.

5. Learner was given information

needed to implement the use of
Edmodo in their classroom.

6. Rubrics and work samples were

provided to guide learners.

7. I developed the skills expected

from this training.

8. Overall, I am satisfied with my

training.

9. I received useful feedback on my

assignments.

10. Assessments were based on

realistic activities.

11. I will use Edmodo in my

classroom.

Suggestions to improve module

What components of the course were

most effective to help you learn about
Edmodo?
Additional comments

SME evaluation of instructional design

Strongly Disagree Neutral Agree Strongly

disagree Agree
1. Content sequence was logical and
easy to follow.

2. Goals and objectives were clear

and logical.

3. Assessments were linked to course

objectives

4. Multiple assessments were utilized

5. Designer offered learners choice

in ways to show mastery of content

6. Were instructional strategies

planned to meet objectives

7. Designer used generative

strategies that were effective in
meeting course objectives

8. Designer used pre-instructional

strategies that were effective in
meeting course objectives

9. Designer provided references to

support choice of instructional
 strategies

10. A plan for differentiation was

included

Suggestions to improve design

Most effective features of design

Least effective features of design

Data from participants

Learner Analysis

2%
Neutral
Agree
Strongly Agree
49%
49%

Learner Analysis Graph

Upon completion of the staff development, all participants completed an evaluation of the
training. The evaluation was a five point Likert scale and all items were written in a positive
format. This graph shows that the majority of the responses were in the agree or strongly agree
categories. Only three of the responses were rated in the neutral category: multiple means of
expression, rubrics and work samples provided, useful feedback was provided. This data will be
explored further in graphs below. This graph provides me with data that supports the idea that
the training was designed in an effective way and learners gained information they needed to use
OneNote in the classroom.
 Strengths of Training
7
6
5
4
3
2
1
0

Neutral Agree Strongly Agree

Strengths of Training
Upon reviewing the data provided in the Likert scale, some categories stood out as strengths.
The graph above outlines the categories that received the highest rankings. I looked for more
than half of the participants responding in the strongly agree category to determine the strengths.
These categories also did not receive any rankings in the neutral zone. The categories that stood
out as a strengths were: meaningful learning, satisfied with training, use of program in the future,
and realistic assessment. For all of these categories at least six participants responded in the
agree or strongly agree category. It is difficult to determine which area sticks out as the highest
ranking since they had the same number of rankings in the agree and strongly agree category.
The only difference is how the responses were differentiated with a ranking of agree or strongly
agree. If you look at the strongly agree category, participants being satisfied with training would
be the area ranked highest by participants. If you look at the agree category, meaningful learning
would be ranked the highest by participants.
 Weaknesses in Training
5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0

Neutral Agree Strongly Agree

Weakness in training
I determined the weak areas in training by looking for responses below agree and strongly agree.
Three areas had responses in the neutral area: multiple means of expression, rubrics and work
samples provided, and useful feedback provided. In each of these categories, one neutral was
given. While the majority of participants ranked these categories as agree or strongly agree, I
still look at these categories as a weakness and will look for ways to improve in these areas.

Suggestions from Learner Evaluation module

In addition to the Likert scale rankings for various categories, participants were given an
opportunity to offer suggestions. At the bottom of the Likert scale participants had the
opportunity to offer thoughts in the following areas: Suggestions for improvements, strengths of
design, weakness of design, and additional comments. I read through the suggestions for
improvement and compared participant responses. Not all participants responded to this portion
of the evaluation, only four offered suggestions for improvement. Two of the participants noted
that more time should be allotted to explore the features of OneNote freely, without criteria. One
participant noted that feedback was useful but was not provided in a timely manner. One
participant noted that the work samples provided were useful but would have liked work samples
for the discussions.
I evaluated participant responses on what components of the training were most effective. Not
all participants responded to this portion of the evaluation, two participants left this section
blank. One participant noted that the teacher lead instruction on the features on OneNote was
helpful, stating that going through the features together made the other activities easier. Three
participants stated that each task had multiple resources to assist learners in completing a task.
Two participants noted that the creation of the mini-lessons was a meaningful learning task. Two
participants noted that sharing and collaborating with other teachers was made simple through
OneNote.
I also evaluated the responses in the least effective areas of the training. Three participants
responded to this portion of the evaluation with seven leaving this section blank. Two of the
participants noted that the discussions were not as meaningful as the other assignments in the
training. One participant noted that more time should be allotted to work on the mini-lessons
and to collaborate with other participants.
SME evaluation of training
The media specialist, who serves as my site supervisor, observed and evaluated my technology
planning. My SME completed a Likert scale evaluation that was different than the participant
scale. Since she was the only SME, I will use descriptive statistics rather than graphs to discuss
her evaluation. My SME ranked all categories as either agree or strongly agree. She ranked
six of the categories as agree and four of the categories as strongly agree. The categories she
ranked as strongly agree are as follows: plan for differentiation, effective pre-instructional
strategies, effective generative strategies, and instructional strategies meet objectives. It was
difficult to come up with weaknesses from the Likert scale responses since not response was
neutral or disagree. I reviewed the suggestions for improvement and used these as an area of
weakness. My SME noted that more time should be spent allowing teachers to work on their
mini-lesson and collaboration. My SME noted a couple areas of strength in the effective design
features section. She noted that the activities leading up to the mini-lesson provided participants
with the information they needed to complete the mini-lesson. She also noted that collaboration
portion of the lesson was necessary to show teachers how easy collaboration and lesson planning
can be. She noted that the least effective portion of the design was the timing of various
activities. She stated that participants needed more time on lesson creation and collaboration and
suggested that I increase the overall time of the training.