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Digital Learning Day Project Hyperdoc

Extending the Learning Environment using the Design Thinking Model
(Total Points = 200 See the details at the end of the page.)

Click me to listen!

Understand: For this portion of the hyperdoc, you will Your Task:
immerse yourself in learning the benefits and concerns Immerse yourself in
with online/blended learning. You will also be able to
empathize with students who have struggled as well as understanding
thrived in this learning environment. Understanding the
human perspective will prepare you for designing an
effective digital learning plan that can be used for blended
or online learning.
Read through at least 2 of the articles (first row) and view
the first two videos (second row). The third video is
optional but offers a perspective of students who have
thrived in an online schooling environment.
Note: Be prepared to answer the reflection questions on the
right, where your task is listed. There is a gray space for

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your responses below each section.
What did Distance Benefits and 7 Tips for Being a Great Question: How do you prepare for
Learning Accomplish? Concerns - Choose 1 to Virtual Teacher online/blended learning activities?
read
Respond to these questions in the gray
section at the bottom of this portion of the
page:
1. What are some benefits and challenges you
may face and how will you overcome these
challenges?
One benefit of online/blended learning is that it will
allow the children to complete their work at their
own pace in the comfort of their own home. A
challenge that I could face is the fact that some
children may not have access to the internet at
The Effect of Distance Students speak out… How online learning works home. Another challenge would be keeping in
Learning for some contact with some of the children and families.

2. Find one sentence, one phrase, and one

word that stood out to you as you read these
articles and state their importance to
understanding the benefits of online learning
. Equity of Access

3. Discuss recommendations for preparing

students for online/blended learning and
successful learning outcomes. Be sure to
mention how you will support communication
and collaboration between students,
teachers, and parents.
With online learning, I will provide activities that
the children will be able to do at the comfort of
their home. It will be easily accessible and can
allow the children to complete it at home or at their
own pace. I will also provide access to their
assignments for them on their phone through the
use of flipgrid and other applications. To keep in
contact with me, the parents can text me by my
phone number. They can even call and facetime
me if needed. They can email me if they cannot
text me.

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 Next, view the first 2 videos to your left to uncover
what students are feeling about online/blended
learning. You may view the third video if you
would like as it offers perspective from students
who have thrived in their online schooling
environments. Viewing the third video is optional.

You may want to note the VERBS students use

regarding their experience. These are very telling
as students speak about their perspectives of
online learning. Answer the questions below in
regard to the videos.
4. What did you learn about the various student
experiences? State one idea that stood out to you
and how it will help you plan your digital learning
plan.

I learned that the main thing that the students liked

about online learning is how convenient it is. A Lot
of these students had circumstances that were out
of their control that put them into online learning.
The children liked having their work right there for
them. One idea that stood out to me is the multiple
supports put in place by the teachers and how
they would email the children even if they did not
need to be emailed. It let the children know the
teacher was there for them and supported them.

Understanding: Use the numbered prompts listed above on the right under “Your Task” (you will do this for the next
two topics as well):

Explore: Gather information, strategies, and resources for setting up an Your Task:
online learning/blended environment for your students. Explain how this IDEATE - brainstorm ideas
information will aid in your planning process and how technology will help?
Choose two of the following options to learn more (Read, LIsten, or Watch). for online/blended learning

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 Respond to prompts in gray section below:
1. How should online/blended learning differ
from face-to-face learning according to what
you read?
2. How will you build a community that makes
Article students feel supported in the learning
Read Video environment?
Podcast/Blog Post Watch 3. How does communication with parents and
Listen (or Read)
instruction change in the online/blended
learning environment? Discuss how you will
provide the following in your plan for learning:
Guidance/Directions, Routines - be consistent
from day-to-day, Instructional Strategies,
Authentic and Engaging learning activities.

Explore:
Explain how you will prepare for online/blended learning using the 3 prompts listed under “Your Task”:

When it comes to online learning, the planning process needs to be more thorough and further in advance. The
learning also has to be simplified and slowed down. The expectations also need to be more clear. When there is time to
do face to face learning, it needs to more enriching than being in a normal classroom. In the beginning, I will address
the emotional toll that the students and parents will be going through when it comes to online learning. This will show
them that I am empathetic to their situation. I will also provide multiple means of communication such as texting,
facetime, skype, and email.

Design a problem statement (one or two sentences) that defines the issues students are having with online learning
according to what you have learned thus far. This should highlight what you need to focus on to make this learning
plan work for students (and parents).

One issue children have with online learning is that not all of the children have access to the internet or a computer.
Another issue is that the children and families may feel as if they are alone and have no one in their corner.

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KSU iTeach department
list of resources gathered
in response to Covid-19
nationwide shut down of
schools.
Choose the resources/tools you may want to
use for your lesson. Remember you will want
to engage students in interactive learning
Crowdsourcing: This activities that spark inquiry and excitement for
collection contains links your topic.
to all of the tools we
Resources as reviewed have used or can be Choose your resources/tools based on your
by parents and teachers used for online/blended standards/topic for learning. You can change
learning. Please these once you design your hyperdoc, just
contribute if you have a choose tools that you believe aid students in
new tool and add to meeting the standards. Try to use a new tool if
your collection, this is you can.
“crowdsourcing” your
resources.

Write about some ideas for planning this unit. What topic/standards will you uncover for students? Consider the tools
you have learned this semester to enhance learning such as assessment tools, creation tools, instructional software,
videos, audio, and response tools. Which tools are you considering using for this lesson? (Note: These may change as
you begin working through the process).
In this lesson, we will be learning about the alphabet and where the alphabet is in the world around them. The tools I
will be using are adobe spark, flipgrid, and nearpod. I will provide an educational video from adobe spark that I made as
an introduction to what we are going to be doing. The children will go on flipgrid to answer the opening questions and
any other questions we have throughout the lesson. They can also post video responses too. They will complete a
choice board as an assessment. They will also be making a booklet at home and I will provide them an example through
an email to the parents. They will have to post to flipgrid in a video response to show me their booklet. I will use adobe
spark in order to create a video that shows the students booklets.

Apply: Begin Brainstorming and planning what Your Task:

you will do in your online/blended learning unit Build a “prototype” of your
lesson
1. Identify your objectives for learning. Select a grade level and subject
area standards that would support a multi-day learning experience. Identify what you
want students to know and be able to do by the end of the learning activity. Y
Click image for standards

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List your choice of grade level & standards - What do you want students to know and be able to do by
the end of this learning unit :
ELAGSEKL2: Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
a. Capitalize the first word in a sentence and the pronoun I.
b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships

What is your personal goal for developing this unit of study?

My personal goal is having the children learn the letters, the sounds they make, and objects around
them in their community and in the world that start with that letter.

2. Design learning activities - Use the terms listed in the task
column (right side) to assist you with the sequence of the
lesson. Refer to the questions as you begin planning how you
will set-up this lesson. Be sure to mention any tools/resources
you would use in your description (these can change).
Consider the following as you plan your learning activities. This
is a checklist of the things you will want to address in your
learning plan so check them off as you make your plan
(copy/paste this checkmark): ✔
How will you engage students’ prior knowledge and
connect it to new learning?
How will you make sure your directions are crystal clear
and students can submit their work effectively?
How will you support parent communication especially
with students under grades 2 and under? Provide a
letter and/or audio/video directly to parents within your
plan.
Engage - Get students excited about
learning, activate prior knowledge, grab
students’ attention
Explore - How will students explore the
topic, skills, concepts processes
Explain - How will you explain the topic,
use tools to teach the topic, or have
students work together to explain a
process, concept, or skill?
Apply - How will students apply their
learning on the topic? Think of an
activity they can do using a web tool to
practice application.
Share - How will students share their
learning so you can assess their
understanding? Can students share
learning with others?
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UDL: How will you provide multiple means of
engagement, representation, and expression of Reflect - How will students reflect on and
learning. Where do you need to add audio and/or video evaluate their learning?
to ensure clear directions and communication from Extend - How will you reflect on the
you? What visual/auditory aids will you provide for learning processes, extend it into the
students? next lesson and plan for new learning
goals?
Where will you offer voice and choice to personalize
learning?
How will you assess learning on the topic before,
throughout, and at the end of the learning process?
Will you provide students with sample products of
learning? (This will help give them a vision of what you
are expecting)
How will students communicate and collaborate? (Use
technology if needed)
How will you provide a variety of activities that will have
students learn, practice, and demonstrate their
understanding.
How will you scaffold student learning and reach those
higher levels of Bloom’s Taxonomy? (Scaffold: Start
simple and move slowly toward higher levels of
learning?)
What project or activity will students complete to make
their learning visible? (This is typically toward the end of
the unit but it can be earlier if needed.)

Brainstorm your initial plan for learning. Write a sentence for each criteria below using the definitions
above on the right.:

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Engage: I will engage them with the introduction video I made for them which includes music, images of the
world around them, the name of the picture, and the letter that goes along with it. My voice will also be
narrating the video of what we will be learning and why.

Explore: The children will listen to videos that explain to them how to say the letters, the sounds they make,
and the alphabet song. They will make a post to flipgrid that shows them saying the letters, the sounds, and
singing the song.

Explain: We would do a face to face zoom call where we would go over what they learned from watching the
introduction video and by watching the educational videos. We would go over their flipgrid responses. We
would then go over the letters and their sounds. I would do flipcards with them as a closing to the call where
they would say the letter on the card, the sound the letter makes, and the picture on the card. We would leave
the call singing the alphabet song.

Apply: The students would use a choiceboard to apply what they know to the lesson. They would choose 3
activities to do from the choice board.

Share: They would post what they did on the choice board to flipgrid. They would explain what they did, what
they learned, and would show me their finished product.

Reflect: They would go on flipgrid and see what their classmates did by watching their posts. We would do
another zoom call where we would go over what they did.

Extend: The students would create an alphabet booklet that includes the letters and a picture or word that
starts with the letter. They will post their final product to flipgrid by telling me what the letters are, the sounds
they make, and the picture or word that goes along with it. I will use clips from their flipgrids and use them to
make one video that shows them saying the letters, their sounds, and the pictures and words. This will
prepare them for writing, spelling, and saying two letter words and CVC words.

3. Choose a Presentation Tool: You may choose your template Google Docs, Slides or Sites
for developing your hyperdoc. Choice include:
● Any hyperdoc template you choose (Google docs, slides,
or even a Google Site
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 ● Wakelet
● Choice Board - May work better for younger students
● Nearpod - You could also put a NP in a hyperdoc, or vice
versa

Think about what you’ve learned this semester, choose tools

you know (or add a new tool), and plan an effective lesson that
students can do independently or with little guidance. There are
many templates to choose from in the module on page 3 where
you learned about hyperdocs.

Test your product Your Task:

Once you have created your online/blended learning unit plan Now test your product for
for student use (still called a prototype), complete your self-
assessment. Then, post it to the discussion board for peer
implementation:
feedback. You will be able to collect feedback from your peers
who will test your plan and offer feedback so you can make Self-Assess and Post a link
changes prior to posting. You will reflect on the feedback in (anyone with the link can
your post.
view) to your completed unit
in the discussion board for
peer feedback.

Note: You must reflect on and

indicate the changes you made to
your online unit after you received
feedback. You will reflect on the
feedback and what you changed in
your portfolio post.
Be sure to submit this page for evaluation to the assignment box. Share this as a view only link in the assignment box.

Next Steps:
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Set up your Digital Learning page within your Weebly. Be creative and make sure the following items are on your page,
this is the same information included in your guidance page for this project:

Two paragraph overview: Your two-paragraph discussion will cover what you learned about online/blended learning and
reflect on your personal experience with the Design Thinking Model. Use the prompts below to develop your reflection of
learning by discussing the following:

A. Introduction
○ Introduce online/blended learning and the continued need to be prepared to teach using these platforms,
including being prepared for digital learning days as you begin your career as an educator.
○ What are the benefits of providing digital online learning activities in preparation for an online/blended learning
environment? What are the challenges of online/blended learning activities and how can you overcome them?
○ Based on your research, how would you plan differently for online/blended learning activities than face-to-face
activities?
○ How will you ensure directions and expectations are clear? Are there ways to help make things clear without
meeting online with students? What is your plan for supporting communication with parents and students?
Think of and discuss some tools you have learned this semester that may help with this.
○ Working through this activity to create a Digital Learning project, have you acquired a different view toward the
value of online/blended learning? Why has online and blended learning become a vital component in the
educational world and how you prepare your students for their future educational experience?

B. Design Thinking Model - Steps are bolded below

○ As you worked through the Design Thinking Model, you were able to empathize and better understand the
experience of students involved in the online/blended learning process. Define the problem: What did you
learn regarding the problem with online/blended learning that you can apply to your own plan for learning? State
the problem and discuss your personal goal for making this learning plan one that will be successful for
students as well as guide parents in how they can assist students properly. Be specific and discuss whether you
met this goal and how.
○ The next steps in the process allowed you to ideate or brainstorm ideas for making a quality online/blended
learning plan. What were the qualities you focused on in your learning plan? Think about what you have learned
this semester about engaging students, personalized learning, UDL with multiple means of engagement,
representation, and expression of learning, communication and collaboration, voice, and choice, and working

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 toward higher levels of Bloom’s and LoTi levels. You do not have to mention all these things but mention the
ones you truly focused on in your plan.
○ In the final stages, you created a prototype of your plan and tested the plan with a peer who offered
feedback on your plan. These are the final steps in the Design Thinking process. What did you learn? How will
you change your plan based on the feedback you received and how did it different from your self-assessment?
What did you learn about the effectiveness of using this process to design your digital learning project? Could
this process help you in the future?

Remember: Prior to posting your multi-day online/blended learning project for your peers, complete your self-
assessment to ensure it meets the standards indicated in the assessment. Then, you will post a link to your plan
(Hyperdoc, Nearpod, Wakelet or other content management tool) in the discussion box for peer feedback. Your
instructor will grade the final project based on the requirements listed below.

C. Post an image of the lesson product you designed for students.

Discuss how you can use this learning activity in the online/blended learning environment. Also, describe your
lesson by revealing what grade level subject area and standards it supports. Finally, summarize your plan and
invite your reader to view it by clicking on the image of the product where the document will open for viewing.

○ Post a screenshot of your project and link it to your actual product so your instructor can grade it.

Point Values

Project Points: 200 points totals (Projects should be attractive and easy to navigate.)
50 points - Weebly page
● Reflective overview of the project responding to the prompt questions
● Image to showcase the product used to implement the Digital Learning Day project ( HyperDocs, Wakelet, Choice Boards, Other).
● Discussion about the Design Thinking Model and how if and how it helped you with the process of developing a quality learning
product for students. Reflect on what you learned and how you grew through this process. Don’t forget to mention your problem
statement and personal learning goal for this project.
● Brief overview of the product selected and a brief discussion as to why you selected that product.
● Linked screenshot to provide access to the Digital Learning Day project. See module for how to make this a shareable copy for your
professor.

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150 points - overall project
● Grade level, Standard(s) addressed (you may even have several standards for this project. Think of the various content areas you will
address.) Please mention the ISTE student and/or teacher standards you will address as well.
● Directions are clear throughout and a letter to parents is included with details on how to support student learning (Audio or Video is
provided for students so directions are clear)
● A variety of resources are used to present the information (audio, video, websites, games, tutorials, quizzes, etc.). You may use
“NEW” tools you may not have learned this semester as well.
● Universal Design for Learning is demonstrated by offering multiple means of engagement, representation, and assessment
● Students are given voice and choice within the project.
● Enough resources are provided to allow a multi-day study of the content standard(s).
● Assessments are provided throughout the project - formative and a final summative assessment are required but practice activities
that allow students to check their work are effective as well.
● If the summative assessment is a project, students are given the opportunity to select the tool/method for their final class presentation.
● A checklist of what is expected in the final project. This will ensure students have the guidance they need to meet the standards for
this project.
● The overall design/layout of the Digital Learning Day project is attractive and easy to follow. You should add creativity, attractive
visuals, and fun activities, and make it kid-friendly since children will be completing this activity.

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