Guidebook

for Learners of
AICTE-NITTT Module 5
(Technology Enabled Learning & Life-Long Self Learning)

Unit # 2: Tools for Creating Learning Environment

National Institute of Technical Teachers Training and Research

(An Autonomous Institute under Ministry of Human Resource Development, Government of India)
Taramani, Chennai – 600 113, India
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Please note: This booklet (version 2.0) was designed for the course learners of the
SWAYAM MOOC Course – Technology Enabled Learning and Life-Long Self Learning
under AICTE-NITTT Programme. The information provided in the text may not be suitable
or appropriate for other categories of course learners.

Edition: January 2020

Module Coordinator & Learning Material Prepared by:

Dr. G. Janardhanan., Ph.D (USA).,
Associate Professor & Head i/c
Centre for International Affairs &
Department of Civil and Environmental Engineering
NITTTR Chennai
Email: Jana@nitttrc.ac.in / dr.gjanardhanan@gmail.com
Phone / Whatsapp: +91-9445520968

Module Co-Coordinators:
Dr. V. Shanmuganeethi
Associate Professor & Head i/c
Department of Computer Science and Engineering
NITTTR Chennai
Email: shanneethi@gmail.com
Phone / Whatsapp: +91-9444289146
&
Dr. K. S. A. Dinesh Kumar
Associate Professor
Department of Civil and Environmental Engineering
NITTTR Chennai
Email: dr.ksadinesh@gmail.com
Phone / Whatsapp: +91-9443737315

To meet the Course Coordinators, it is preferable to have prior appointment.

Telephone: + 91-44-22545447/460/458/421

Join our Social Media Network:

WhatsAPP, Twitter, Instagram and Pinterest

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Table of Contents
Introduction .................................................................................................................................... 4

Expected Outcomes: ...................................................................................................................... 5

Looking into Unit #2 Content: ....................................................................................................... 5

What we mean by Learning Environment?..................................................................................... 8

Participate and Learn from the Poll: ............................................................................................... 8

Reflection of Learning (Activity # 2.1).......................................................................................... 11

Tool # 1: Google Meet ................................................................................................................. 12

Tool # 2: Google Classroom ........................................................................................................ 17

Tool # 3: PADLET ........................................................................................................................ 21

Tool # 4: EdPuzzle ........................................................................................................................ 24

Tool # 5: Flipgrid .......................................................................................................................... 28

Tool # 6: PhET Simulations .......................................................................................................... 33

Assignment # 2.1: Watch – Think - Reflect ................................................................................. 37

Assignment # 2.2: Think – Pair – Share – Review of the article: ................................................. 38

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Unit # 2: Tools for Creating Learning Environment
Introduction

F
aculty members and instructors are facing unprecedented change, with often larger
classes, more digitally savvy students. To handle change of this nature, faculty members
need to be digitally equipped along with their content knowledge and skills. This unit
focuses on a how to create digital ecosystem. The focus will be in utilizing “Open and Institutionally
Supported Technologies” and assisting in understanding the benefits and restrictions of both broad
categories of technologies. In this unit we will ask you to think about the reasons why you might want to
use freely available online tools for creating learning environment with the introduction about learning
management system. Various ICT tools viz., Zoom, Google Meet, Google Classroom, Edu puzzle, Ed-TED,
Flip Grid, Schoology., etc., will be explored with structured activities. In this unit, the participants will also
identify important considerations they need to keep in mind when developing online learning activities for
their students. We will offer advice about how to create an online learning environment, and help you
think about which may be appropriate for your own students. This unit, along with a range of case studies,
experiential sharing and activities, will explore the relationship between different technologies and specific
activities in more depth. It will provide the learner with the scope to practice the different tools to
be deployed for creating learning environment. This broader scope of what it is like teaching with
technology, such as, how the faculty responsibilities are redefined in engaging the millennials,
where lies the challenges and opportunities in designing effective classroom engagement.

The content covered in this unit includes:

Introduction to Digital Learning Ecosystem – Traditional vs Digital Learning Environment – SAMR

Model – Online Lecture delivery platform – Zoom; Google Meet; Webex; - ICT Tools for creating
learning environment - Google Classroom; Flip Grid; Ed Puzzle; PADLET; Poll – Demonstration and
Activities for effective implementation (Poll Everywhere, Mentimeter & Silido) – Overview of Learning
Management System – Virtual Laboratory – Simulation laboratories.

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Expected Outcomes:

After completing the learning activities, the participants will be able to:

1. List the importance of establishing digital learning environment.

2. Implement the appropriate technology for creating learning environment.
3. Incorporate the differentiated instruction in the classroom / laboratory instruction.
4. Integrate SAMR Model during the selection of ICT Tools.
5. Demonstrate the google classroom, ed puzzle and other tools.
6. Implement the virtual simulation environment for laboratory teaching.

Looking into Unit #2 Content:

The flow in which the learning needs to be done is provided in the form of table. Kindly follow
it for happy learning.

Learning Questionnaire
Videos Reading Discussion Assessment
Reflection Survey

Learning Type of
Title of the content
Sequence Material

01 Overview of Unit 2: Tools for creating learning environment

02 Reading: Unit # 2 Learning Material

03 Self-Evaluation about Learning Environment (Questionnaire Survey)

04 Poll about digital environment

05 Using Online Environments for Teaching

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Learning Type of
Title of the content
Sequence Material

06 Characteristics of learning environment

07 Considerations for Choosing Technology

08 Introduction to SAMR Model

09 Tool Demonstration: Zoom, Cisco WebEx

10 Tool Demonstration: Google Meet

11 Reflection of Learning (Activity # 2.1 – Joining or Creation of ZOOM)

12 Reflection of Learning (Activity # 2.2 – Joining or Creation of Google Meet)

13 Tool Demonstration: Google Classroom

14 Tool Demonstration: EdPuzzle

15 Tool Demonstration: PADLET

Reflection of Learning (Activity # 2.3 – Joining or Creation of Google

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Classroom)

17 Reflection of Learning (Activity # 2.4 – Creation of Edpuzzle)

18 Reflection of Learning (Activity # 2.5 – Creation of PADLET)

19 Tool Demonstration: Flipgrid

20 Tool Demonstration: Schoology

21 Tool Demonstration: Poll everywhere

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Learning Type of
Title of the content
Sequence Material

22 Reflection of Learning (Activity # 2.6 – Creation of Flip grid)

23 Reflection of Learning (Activity # 2.7 – Creation of Schoology)

24 Reflection of Learning (Activity # 2.8 – Creation of Poll)

25 Learning Management System

26 Virtual Laboratory Environment

27 Teaching Using Scenario Based Simulations

28 Virtual Laboratories - Online Access to Remote Laboratories

29 Case Study: Experiential Sharing - Virtual Laboratories

30 Reflection of Learning (Activity # 2.9 –Virtual Laboratory)

Discussion # 1
31
What are your reasons for changing in teaching learning spectrum?
Discussion # 2
32 What ideas do you have for conducting technology enabled
classroom instruction?

33 Watch – Think – Reflect: About the TED Talks Video

34 Think Pair Share: Review of the article

Discussion # 3
35
What technology challenges will you face in your own teaching?

36 Unit # 2 Conclusion

37 Unit # 2 Assessment

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What we mean by Learning Environment?

Hello Learners, we need to understand the real meaning of Technology-Enabled Learning so that learners
will have a clear appreciation and understanding of what is being discussed from the outset. However,
this would also be quite unusual: far too often in the field of educational
technology so much is assumed or taken for granted but basic
educational questions are left unanswered. Technology without
pedagogy will not provide the intended learning outcomes. From the
Core
periphery we need to bring technology to the core and redefine the
Technology
digital learning environment. It is not necessary or worth to get into
discussions about whether the learning context can be thought of as Periphery

formal, non-formal or informal. At this stage, it is sufficient to consider that there is an intention for
learning to result from the human-technology interaction.
The virtual learning environment is mainly influenced by the technologies which we adopt and importantly
new models or designs for teaching and learning. In general, we have observed the adoption of new
technique depends upon the prior knowledge or information. For example; when commercial movies were
first produced, they were basically a transfer or modified version of dramas performed in the hall. The
transformation of movies in the global scenario changed only after the movie ‘Birth of a Nation’, which
introduced and incorporated new techniques that are unique to cinema such as panoramic long shots,
panning shots, realistic battle scenes, and what are now known as special effects. Similarly, during the
inception of digital learning, we adopted the traditional classroom scenario and tried to fit in to the new
mode of environment. It is presumed that over time, the new designs of digital learning will be beginning
to emerge.

Participate and Learn from the Poll:

Awareness about the learning environment (Poll & survey)
Please Indicate your level of agreement with the questions presented in the poll along the five-point scale
presented from 1 (definitely disagree) to 5 (definitely agree). Some statements are not exclusive to digital
learning environment and you can provide a response based on your awareness about the tool in general.
Note that there is no right or wrong answer. There are a variety of teaching beliefs and intentions that
lead to a powerful learning environment for your students.
Completing this questionnaire should take about 10 to 20 minutes of your time and not longer. It is
important to react on your first impression/feeling!

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Digital Learning Environment
The success and effectiveness of the digital learning environment requires the
following attributes / types of presence, which in turn enhance the student
learning, viz., social presence, teaching presence, and cognitive presence Social Presence,
Teaching Presence &
(Garrison, Anderson, & Archer, 2000). Let us unveil the meaning of the three
Cognitive Presence
terms:

• Social presence creates connections with learners based on who we are as

three-dimensional persons with families, lives, and favorite ideas, people, and places. Pictures of
ourselves and our hobbies and interests convey these many dimensions of ourselves and help to build
connections and trust. For example: In learning environment theme could be group picture / study
tour picture with the students.

• Teaching presence guides students’ learning experiences. Teaching presence is the sum of all the
behaviors faculty use to direct, guide, and design the learning experiences. Teaching presence is
conveyed through, first, the design of courses and materials prior to teaching the course, and second,
the mentoring, guiding, and directing during the course.

• Cognitive presence supports, mentors, and guides students’ intellectual growth, ideas, and challenges.
Cognitive presence is conveyed by all the interactions with learners that an instructor has to support
the development of skills, knowledge, and understanding in his or her students.

In designing a course and selecting learning environment, the starting point is clearly identifying and stating
the desired learning outcomes. Once the learning outcomes are determined, we design the experiences
for achieving the learning outcomes appropriate for our learners. At this point we make decisions about
the digital environment technologies to best achieve the results. Of course, it doesn’t always work this
way. Sometimes the technology decisions are mostly all in place. Institutions create the learning
infrastructure and the technologies that learners are expected to have, and instructors are expected to
design within this set of tools. There is also growing pressure on both teachers and institutions to offer
their learners online learning options to supplement f2f (face-to-face) classes, due not only to the
spectacular growth of technology and increased access to it over the last decade, but also due to the
increasingly busy lifestyles of our adult learners and the increased ‘tech-sawiness’ of our younger learners.

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Components of an effective learning environment:

SAMR Model
The SAMR Model is a framework created by Dr. Ruben Puentedura that categorizes four different
degrees of classroom technology integration. The letters "SAMR" stand for Substitution, Augmentation,
Modification, and Redefinition. The SAMR model was created to share a common language across
disciplines as teachers strive to help students visualize complex concepts.

Image Modified from Original by Lefflerd’s on Wikimedia Commons

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The SAMR model is made up of four steps—Substitution, Augmentation, Modification, and Redefinition.
Substitution and Augmentation are considered "Enhancement" steps, while Modification and Redefinition
are termed "Transformation" steps.
Substitution
At this stage, technology is directly substituted for a more traditional one. It is a simple & direct
replacement.
Augmentation
The technology is again directly substituted for a traditional one, but with significant enhancements to the
student experience. In other words, you ask yourself if the technology increases or augments a student's
productivity and potential in some way.
Modification
In this stage, you are beginning to move from enhancement to transformation on the model. Instead of
replacement or enhancement, this is an actual change to the design of the lesson and its learning
outcome. The key question here—does the technology significantly alter the task?
Redefinition
The last stage of the SAMR model is Redefinition and represents the pinnacle of how technology can
transform a student’s experience. In this case, you ask yourself if the technology tools allow educators to
redefine a traditional task in a way that would not be possible without the tech, creating a novel
experience.

Reflection of Learning (Activity # 2.1)

The main aim of reflection of learning segment is to facilitate mentors in assessing the learning of the
learners through various activities documented in the form of portfolios. The learner perspective need to
be uploaded either in the course digital wall – PADLET (https://padlet.com/drgvjana/TELLLSL) or in the
course discussion page.
a) List down the skills that teacher should possess to adopt digital learning environment.
b) Have you in recent years adopted any new digital learning environment tools for your instruction? If
so, what is the motivating factor to do so.
c) In case, if you adopted technology in your teaching, what were the main difficulties you have faced
during the journey of instruction? Whether your colleagues or academic institution provided enough
support to tackle the situation?

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Tool # 1: Google Meet

Google and its product became ubiquitous among the teachers and learners due to its flexibility
and versatility. Prior to google meet, the learners connected through Google Hangout and
Google Meet is available to G Suite Enterprise Id. At present, Google extended this enterprise-
grade video conferencing to everyone. Now, anyone with a Google Account can create an online
meeting with up to 100 participants and meet for up to 60 minutes per meeting (up to 24 hours
per meeting through Sept. 30, 2020). Google Meet is a great tool to engage students in
collaboration outside of the classroom. It overcomes geographical barriers and provides more
opportunities for face-to-face interaction.

Google Meet & the SAMR Model

• Substitution: Learners use Google Meet to communicate with other students in the same
classroom (rather than having a face-to-face conversation).
• Augmentation: Learners use multiple modalities, including text, emoticons, photos, or
drawings to enhance face-to-face conversations.
• Modification: Learners in different states share files and screens to collaboratively work
on a class project.
• Redefinition: Learners connect with experts from all over the world beyond the
classroom walls via Google Meet.

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The quick feature of the tool:
Price Free
Type of learning Social constructivism; Connectivism
Ease of Use ★★★★✩
Privacy ★★★✩✩
Accessibility ★★★✩✩
Class Size 100 students in Class.

Google Meet – Login Features

1. Go to https://meet.google.com/
2. Click “Sign in” and sign in with your Google account (If you do not have a Google account,
you can simply create one at www.google.com)
3. You can either start a meeting or Join the Meeting (use the code)

4. There are two ways to start a Google Meet

5. Click “Schedule a video Meeting from Google
Calendar” icon, a “Invite people” window will
pop-up

6. Enter the name or email address, click

“INVITE”. Or

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7. Enter the name, email or phone number in the search box on the left if the person you
would like to start meet is in your contact list
8. Click the name, email or phone number in the list, it will start a conversation on the right.
9. Send messages in the bottom line, or click the “Video call” icon on the top.
10. After your partners click “Accept”, the “Meet Video Call” window will pop-up.

11. Join the Meeting using the code provided by your teachers/partner/meeting organizer.
12. You will see the presenter in the centre, your own webcam in the lower-right corner.

13. Click on “people icon” on the top-right to invite more people.

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14. Click on “gear icon” on the top-right to change general settings (eg. Video, Microphone and
Speaker)

15. Click on “… icon” to explore more options (eg. Share screen, Full screen, Chat, Help, and
Feedback)
16. Click “Leave Call icon” to end the Google Meet.

Learner skills checklist:

As you progress through this training, check off each skill as you learn it:

Sign in to Google Meet – Start a Meeting,

Start / Invite through Google Calendar

Join the Meeting

Share the Screen

Turn on Captions – Look into automatic Subtitle

Adjust the video resolution – Send / Receive

Mute the audience

Adjust the Layout and record the observation

Actively involved in the Chat

Reflection of Learning (Activity # 2.1)

o Start a Google Meet and Deliver the lecture to the students. Record the observation and
share your experience.

o Join the Meeting and actively participate in the discussion. Share your challenges during
the implementation.

o How the synchronous mode of Google Meet could be made more learning / live session,
share your thoughts/opinion/views/suggestion through discussion forum / coordinator
email id: JANA@NITTTRC.AC.IN

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Source: Smallgroups.com

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Tool # 2: Google Classroom

Google Classroom, facilitates blended learning platform for educational institution by creating,
distributing and grading assignments in a paperless way. Google Classroom is a free application
designed to help students and teachers communicate, collaborate, organize and manage
assignments, go paperless, and much more! It was introduced as a feature of Google Apps for
Education (GAFE) following its public release on August 12, 2014.

Google Classroom and SAMR Model

How Google Apps for Education fit with SAMR Model:

• Substitution:
• Use Google Docs to write a report (instead of writing with pencil and paper).
• Google sheets to prove the concept of shared workspace and live updating.
• Use Google Calendar for due dates, events outside the classroom, and other important
“chronological data.”
• Augmentation:
• Track when students turn-in work.
• Highlight student exemplars: An announcement in Google Classroom can attach student
exemplars from the assignment folder in Google Drive.
• Modification:
• Create your self-grading assessment using Google Forms. Students could use the results
to create new learning goals.

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• Create classroom groups based on readiness, interest, reading level, or other factors for
teaching and learning.
• Google Docs to share documents and work collaboratively on writing projects.
• Google Draw to draw collaboratively.
• Redefinition:
• Invite a Googler into your class to do a guest lecture through Video Chat on the
importance science. Or invite a grandparent who lives in another state to read to the
class during story time.

The quick feature of the tool:

Price Free
Type of learning Social constructivism; Connectivism
Ease of Use ★★★★✩
Privacy ★★★★✩
Accessibility ★★★★★
Class Size As per the type of google account.
250 to unlimited.

Google Classroom – Login Features

Creating classes is the first step for teachers
who want to set up an online space with
Google Classroom. Thankfully, this is easy
to do. Here’s how.
1. Navigate
to https://classroom.google.com
2. Choose the “I am a Teacher” option
3. Click the “+” sign in the top right-hand
corner next to your Google account
4. Select “Create Class”, then give it a
name and a section, and click “Create”.

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Customize the appearance of your class:

When you create your class for the first time, you are given a default header image. This is the
image that students will see when they click on your class to access assignments and
announcements. You can customize this image with a few quick steps.
1. Hover your mouse over the banner image
2. Look for the Select Theme link in the bottom right-hand corner
3. Click Select Theme to open a gallery of photos you can choose for your class.
4. Choose a photo from the gallery, then click Select Class Theme to change your header
image.

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Learner skills checklist:

As you progress through this training, check off each skill as you learn it:

Sign in to Google Meet – Start a Meeting,

Start / Invite through Google Calendar

Join the Meeting

Share the Screen

Turn on Captions – Look into automatic Subtitle

Adjust the video resolution – Send / Receive

Mute the audience

Adjust the Layout and record the observation

Actively involved in the Chat

Learning Reflection
o Start a Google Meet and Deliver the lecture to the students. Record the observation and
share your experience.

o Join the Meeting and actively participate in the discussion. Share your challenges during
the implementation.

o How the synchronous mode of Google Meet could be made more learning / live session,
share your thoughts/opinion/views/suggestion through discussion forum / coordinator
email id: JANA@NITTTRC.AC.IN

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Tool # 3: PADLET

Padlet is a free, online "virtual wall" tool where learners/users/students can express thoughts on
topics of their choice. It's like a piece of paper pasted on the board/wall, the virtual post placed
on the virtual online wall, you can share with you can share with any student or teacher you
want. Just give them the unique Padlet link. There are different ways we could use Padlet in the
classroom and it is really endless. Padlet allows you to insert ideas anonymously or with your
name. It’s easy to use and very handy.

Padlet is a great tool to use for collaborative group projects, in virtual mode. Students can
participate and post their assignment/views at their own convenience, there is a chance for value
addition during the process.

Padlet & the SAMR Model

• Substitution: Learners create their own Padlet with text-based posts (rather than putting
Post-it notes on a class bulletin board).
• Augmentation: Learners continue to work on the Padlet outside of class.
• Modification: The learners then give one another’s posts feedback directly on the padlet.
• Redefinition: The learners use the feedback to improve their work and then decide whether
or not other posts should be approved or need improvement.

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The quick feature of the tool:

Price Free
Type of learning Social constructivism; Connectivism
Ease of Use ★★★★✩
Privacy ★★★✩✩
Accessibility ★★★★★
Class Size Unlimited

How to Use Padlet

1. Go to www.padlet.com.
2. Click “Sign up” and register if you would like to have your own account. (Log in using Google,
Microsoft, Apple)
3. Click “Create a Padlet”.
4. Choose the design options of you padlet including your title, description, layout, wallpaper,
icon etc. and click “Next” after you have chosen everything to your liking.
5. Select your padlet’s privacy setting and the privileges that other users with access will have
on your padlet. Click “Next” once you are finished.
6. Now click “Start posting” and you are ready to begin. Click the “+” button or double click
anywhere on the padlet to begin posting. You can also drag and drop files onto the padlet or
paste from the clipboard.
7. You can hit the “Padlet” icon in the top left of the screen if you wish to return to the
homepage or change padlets if you are signed into an account.

Learner skills checklist:

As you progress through this training, check off each skill as you learn it:

Create a new Padlet, and:

Add a customized title and description

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Customize the padlet through unique link

Customize the wallpaper, color scheme and font.

Customize the attribution (whether the students/users need to add their name)

Reorder the order of posting (First / Last appearance)

Set the visibility for comments to posts

Voting to the post (like / rating)

Moderate the post – Content Filtering

Share the Padlet – Through Link

Share the Padlet – Through QR Code

Share the Padlet – Embed in your Google sites / e-portfolio

Share the Padlet – Through Social Media (Twitter / Facebook)

Share the Padlet – to Google Classroom

Export the content – As PDF / CSV / Excel Spreadsheet / Image

Alter the Privacy – Explore the options

Learning Reflection
o Create the PADLET – Explore all the option listed in the learner skill checklist.
o Share your challenges in creating the PADLET –
o Share your success stories in the PADLET –
o Share your challenges during using / implementing PADLET in your classroom –

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Tool # 4: EdPuzzle

EdPuzzle is a free assessment-centered tool that allows teachers and Learners to create
interactive online videos by embedding either open-ended or multiple-choice questions,
audio notes, audio tracks, or comments on a video. It creates an online learning environment
for customizing the video/documentary into the regional language. The complete voice over
is possible on the uploaded/linked videos, it provides better connection to the learners in
grasping and understanding the content EdPuzzle interactive videos can be made with videos
from a number of websites, including YouTube, TED, Vimeo, and National Geographic.

EdPuzzle & the SAMR Model

• Substitution: Learners answer questions on a video, online rather than on paper.

• Augmentation: Teachers can enhance the videos they show in class by adding their own
narration into the video to clarify concepts or highlight key points.
• Modification: Learners use EDPuzzle to add multiple choice and open-ended questions to
a video from the teacher. Once they have created their own interactive videos, learners
can exchange their videos with classmates, complete classmates’ video quizzes, and
provide feedback on the quality of their classmates’ interactive videos.
• Redefinition: Learners and teachers can share their EdPuzzle interactive videos with
people around the world, collect data from the individuals who respond to their
questions, and analyze the data.

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The quick feature of the tool:

Price Free
Type of learning Behaviorism, Social
constructivism; Cognitive
Constructivism, Connectivism, Teach
ing with technology
Ease of Use ★★★✩✩
Privacy ★★★✩✩
Accessibility ★★★★✩
Class Size Unlimited

EdPuzzle – Login Features

1. Go to EdPuzzle
2. Choose teacher account

3. Click “Sign Up” and register for an account (Remember, verification email is sent, kindly
verify your account; if school name/educational institute name is not there, you can add
it)
4. Return to EdPuzzle and login
5. Go to my classes option on the top

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6. Click on “add class” option to create a class

7. Name your class; the best option is to link the google classroom. Detailed explanation is
given in the video.
8. Invite your Learners to your class (Best is to add google classroom)
9. Click on search button on the top
10. Search for a video on the channels offered on the left side (e.g., EdPuzzle, YouTube,
Vimeo)

11. Choose the video that you want to edit and click on “use it” button
12. Edit your video by using features on the top of the video
13. Click on “Save” button and go to my content on the top middle on Homepage

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14. Select your video that you just edited and assign it to your learners in your class by
clicking on “assign/share” button on the top. And then, assign it for your class on
EdPuzzle / google classroom

15. Click Edit and add voice over, add inline video quiz and video notes (audio Notes).
16. Assign to the Google classroom and monitor the progress of the learners.

Learner skills checklist:

As you progress through this training, check off each skill as you learn it:

Create EdPuzzle account and add video

Edit the video, with voiceover, audionotes, inline quiz

Assign to Google Classroom

Generate report about learner’s performance

Turn on CC and avoid forward

Adjust the video resolution – Send / Receive

Assign project and give feedback

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Learning Reflection
o Create the account, add video from the source / upload. Edit the video (Crop, Voiceover,
Audio Notes and Inline Video Quiz).

o Work with data analytics about Learners performance. Share your challenges faced during
the implementation.

Tool # 5: Flipgrid

Flipgrid elevates text-based discussion forums with teacher and Learners constructed videos.
Teachers and Learners can create a grid about a specific topic and encourage peers and even
people from around the world to record a short video about the topic! Flipgrid allows learners
of all ages to find their voices, share their voices, and respect the diverse voices of others.

Flipgrid Learners build and strengthen social learning communities as they discuss their
ideas and experiences with their peers. Flipgrid amplifies Learners voice and supports Learners
development of global empathy as they immerse themselves in each other’s learning processes
and perspectives.

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Flipgrid & the SAMR Model
• Substitution: Learners create a flipgrid video to engage in a discussion instead of instead of
engaging face-to-face in a classroom setting.
• Augmentation: All Learners engage in the discussion, by adding comments and follow-up
videos, over an extended period (e.g., 1-2 weeks).
• Modification: Learners can create their own grids with prompts about a topic, solicit video
responses, and analyze them for class.
• Redefinition: Learners are able to discuss their ideas and experiences with professionals,
experts, and scholars around the world.

The quick feature of the tool:

Price Free
Type of learning Social constructivism; Connectivism
Ease of Use ★★★★✩
Privacy ★★★✩✩
Accessibility ★★★★✩
Class Size Unlimited

Flipgrid – Login Features

For Teachers:
1. Go to http://www.flipgrid.com. Click on the “Sign Up for Free” box in the upper right-hand
portion of the screen.

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2. Fill out the information (First Name, Last Name, email, Password, Account Type, Instruction
Type, School, Institution, Organization). When finished, click “Create My Grid.”

3. Next, you’ll want to create a “New Grid” by clicking on the blue “New Grid” button on the
My Grids page. Unless you purchase a classroom version of Flipgrid, you will only be allowed
to have one grid.

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4. Click on the Grid Name to view your topics. To create Topics, click on the blue button titled
“New Topic”. We have two topics on the graphic below. One in which we asked for follow
up on a district wide pilot program and one in which we asked our administrators to reflect
on their first quarter. Notice, each topic has link. If you were to
type http://www.flipgrid.com/classroom8851, you would be able to access and add to the
topic. There are also editing options available for topics as well under the “Actions” button.

5. When creating a topic, you can customize it to fit your needs. Give it a title and date. Choose
a Video Response Time (the default is limited to 1 minute 30 seconds). Type out the
directions of what you’d like the users to contribute.

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6. Share with students: Click “share topic” button on the topic page. You can copy the URL and
paste it in an email. There’s social media interaction with Facebook and Twitter as well as an
integration with Google Classroom.
For Students:
7. Students select a topic and then tap the green plus to start the record process
8. Record a video – flip the camera and pause while recording
9. Review the video – gain confidence with unlimited retakes
10. Take a selfie – customize the image to add style
11. Enter Info – last step before submitting the video

Learner skills checklist:

As you progress through this training, check off each skill as you learn it:

Create Flipgrid account / Add Grid

Managing Grids – Add Coteaches

Activate Responses – Add Mix Tape

Download Video

Spark Response

Innovative Flipgrid Ideas

Learning Reflection
o Create the account, add grid, ask learners to upload video.

o Work with innovative flipgrid ideas. Share your challenges faced during the
implementation.

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Tool # 6: PhET Simulations

PhET simulations are interactive simulations of science and math concepts created by the
University of Colorado Boulder. Students are able to run these simulations, manipulating
different aspects of a construct to understand science and mathematics concepts. Depending on
the simulation, students may also be able to collect, graph, and analyse data to draw conclusions
of their own. PhET simulations are especially useful for creating visual representations of hard to
grasp concepts in science and math while making them engaging through student
manipulation. PhET simulations are easy to access and free to use by anyone with a device and
an Internet connection. There is no account or login required for use, but with a free account,
teachers can also have access to teacher-submitted activities and primer videos.

PhET Simulation & the SAMR Model

• Substitution: Students use a simulation to watch a particular process take place rather than
looking at diagrams or videos.
• Augmentation: Students engage with the simulation and are able to manipulate it, adding
interest to the activity.
• Modification: Students use a simulation to observe, test, and gather data in order to develop
an understanding of a particular concept that they then share with the class. This fuels inquiry
based learning.
• Redefinition: Students are able to use simulations to observe, manipulate and understand
otherwise unobservable phenomena like molecular structures, membrane permeability, or
the photoelectric effect.

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The quick feature of the tool:

Price Free
Type of learning Constructivism; Cognitivism;
Humanism
Ease of Use ★★★★✩
Privacy ★★★★★
Accessibility ★★★★✩
Class Size Unlimited

How to use the PhET Simulation:

1. Login into https://phet.colorado.edu/

2. Click “Play with Simulations”

3. Select your desired subject area from the menu on the left. For Example: Chemistry

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4. Click on the simulation you wish to run

5. Start investigating by running the simulation. The simulation could be linked to Google
Classroom.

6. If you have trouble getting the simulation to run, go to the help center where you will find
answers to many of your questions, if not, contact the PhET.
7. For each simulations, there is teacher support material with the case studies shared by
other educators.

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Learner skills checklist:

As you progress through this training, check off each skill as you learn it:

Select the simulations related to topic of interest

Download simulations

Embed into the LMS

Link to the google classroom

Use teacher support material

Assign project and give feedback

Learning Reflection
o The faculty members will be adopting the virtual simulation either from Phet or related
sites for the classroom laboratory instruction.

o Work with data analytics about Learners performance. Share your challenges faced during
the implementation.

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Assignment # 2.1: Watch – Think - Reflect

Kindly watch the TED Talk and reflect your thoughts about the documentary “Let’s use video
to reinvent education” spurred by Sal Khan video.

1. What is the key take away message from this talk?

2. When and why should we redefine the learning environment?

3. What are your beliefs about your ability to deliver effective instruction while operating

under education institute reforms?

4. In our system, still mathematics is discussed or approached in traditional approach, how

online education of mathematics is possible. What is your perspective about this

condition?

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Assignment # 2.2: Think – Pair – Share – Review of the article:

We target at providing a list of readings that are of good quality, essential and reasonable to the
workload we promised. So, we have been very selective when identifying the readings. Most of
them are extensive reviews or contain an extensive review. They are all scholarly written and
evidence-based.

As we have been very selective, there are only limited numbers of readings for the whole course.
Therefore, the references are not labeled as “compulsory reading” or “highly recommended
reading” as I discussed in Compiling Course Outline. All readings are essential.

We deeply understand that not every participant has the access to the electronic resources in
order to identify the paper we list. So, we tried our best to find articles that can be openly
accessed. While such papers are available, we make recommendation as an alternative option.
We will continue to search for such kind of paper and add them to the list. If you come across
any good article, which is scholarly, evidence-based, and of good quality, please recommend it to
us.

Compulsory Reading

Goodson, C. E., & Miertschin, S. L., & Stewart, B. L. (2018, June), Digital Learning Preferences: What
Do Students Want? Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake
City, Utah. https://peer.asee.org/30335

Highly recommended reading

Roger G. Hadgraft & Anette Kolmos (2020) Emerging learning environments in engineering
education, Australasian Journal of Engineering Education, DOI: 10.1080/22054952.2020.1713522

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