Design+Document

=Design Document=


 * Team Member A**


 * //Sequencing description//**

The overall objective for educational personnel is twofold:


 * **To desire to integrate cloud computing into their classrooms and**
 * **To gain the skills to apply cloud based computing to enhance instruction.**

“Elaboration theory sequencing makes distinctions between the types of expertise the learner will develop (English & Reigeluth, 1996 as cited in Morrison et al., 2011).

Using this theory, the course will be arranged in three sections representing the distinct types of technology participants will learn to integrate during the course.

I. Introduction II. Wiki III. You Tube

The course is also arranged to facilitate the constructivist 5E model of instruction (Bybee et al., 2006). In the 5E model, learners solve problems and create meaning by actively engaging in authentic real world situations.

At the beginning of the sessions, learners will be seated into small groups depending on the subjects that they teach.

Learners will:
 * Concept Introduction:**
 * View a video demonstration (Retrieved from [] or [|http://www.YouTube.com/watch?v=pMcfrLYDm2U] ) of the impact of cloud computing on society and how education is reacting to the technological advancements.
 * Discuss the benefits of using Cloud Computing Technology in the classroom


 * **__1. WIKI__** **

This phase of the lesson is intended to promote curiosity and elicit prior knowledge. The learners will:
 * //Engage//**
 * View a video demonstration on how to set up a group wiki, organize it, add pages, navigation bars and links.

This phase of the lesson provides experiences where the learner uses prior knowledge to explore questions and investigate possibilities. The learners will:
 * //Explore//**
 * Plan on setting up a wiki, decide on a name, the number of pages to be included and the various uses for the wiki.
 * Fill the Wiki Plan Chart Handout

In this phase of the lesson, learners report and discuss the findings from their investigation. The learners will:
 * //Explain//**
 * Present group observations and conclusions regarding the different ways of using a wiki and share ideas with other groups

In this phase of the lesson, the learners extend their understanding by applying the concepts in new ways. The learners will:
 * //Elaborate//**
 * Identify at least two barriers related to the integration of this technology and list ways of overcoming it.

This phase of the lesson provides opportunities for learner self-reflection and teacher evaluation. The learners will:
 * //Evaluate//**
 * Set up a group wiki.
 * Add the pages (at least three distinct pages)
 * Add one link to a resources’ page
 * Send the link of the wiki to their personal emails


 * __2. __**__YouTube__**____**

This phase of the lesson is intended to promote curiosity and elicit prior knowledge. The learners will:
 * //Engage//**


 * Search YouTube for a particular topic.
 * Plan and shoot a 3-minute video introducing the group members
 * Upload the video on YouTube.

This phase of the lesson provides experiences where the learner uses prior knowledge to explore questions and investigate possibilities. The learners will:
 * //Explore//**
 * Discuss the different ways that YouTube can be used inside the classroom as part of the instruction.

In this phase of the lesson, learners report and discuss the findings from their investigation. The learners will:
 * //Explain//**
 * Present the groups’ ideas and share them with other groups
 * List the advantages of using YouTube over the classical Power point presentation.

In this phase of the lesson, the learners extend their understanding by applying the concepts in new ways. The learners will:
 * //Elaborate//**


 * Explain how YouTube can be used for discussion or homework assignments.
 * Identify any barriers and list ways in which technology and supervisory personnel can support the effort.

This phase of the lesson provides opportunities for learner self-reflection and teacher evaluation. The learners will:
 * //Evaluate//**
 * Add the link of the uploaded video on the group Wiki
 * Pose a question related to the uploaded video that can open a discussion.

//**Reflect:**// This is the Final Phase. Learners will:
 * Reflect on what they have learned.
 * Post their reflections on the group Wiki


 * Team Member D1:** **Project Leader**

Pre-instructional Message: "Each unit of Instruction begins with some form of an introduction that prepares the learner to learning the task" (Morrison, Ross, Kalman and Kemp, 2011, p. 176)

When the learners that are addressed are mature or above average IQ, then the proper way to address them is by using a pretest. " A pretest is used to heighten the student's awareness of the content by giving cues to the key points"( Morrison et al., 2011, p. 177) The length of the pretest should be relatively short and in the form of questions. Questions should be open ended and can stimulate the learner to think about the answers as he or she proceed through the content or course.

The following Pretest will be used as an instructional message: While attending this session, reflect on the following questions

Why should technology be integrated within education?" What kinds of technology can be used for classroom instruction? When can each type of technology be used? What are the steps for operating and working with youtubes, wikis, and blogs?


 * Team Member D2, Done by Team member D1**

//Strategies table//

Allow for practice or rehearsal before and while watching a short video that describes the different types of cloud computing. || Have learners discuss and fill a table of the advantages and disadvantages of technology integration then they will post their reflections on a Wiki. || Have learners discuss the advantages of YouTube usage for resources then compare by filling a chart to contrast the usage of YouTube to other technological means such as Power Point Presentations. || Wiki  ||  Demonstration, organization, elaboration and practice  ||  Audience will watch a short video of the steps on how to set up and organize a Wiki. They are encouraged to plan and organize a mental image of the blog. Then they are encouraged to set up their own Wiki as a group || || Using Cloud Computing in classroom instructions increases motivation and performance  ||  Model Develop Verbal and Imaginal Models (organization)
 * **Instructional Strategies** ||  **Example**  ||  **Strategy**  ||  **Initial Presentation and Generative Strategy**  ||
 * **Concept Strategies** ||  Cloud Computing  ||  Rehearsal  ||  Present the learners with the concept name and best examples of the concept.
 * **Principle and Rule Strategies** || Ways of Integrating Cloud Computing in instructions.  ||  EGRUL and Elaboration  ||  Have learners watch a short video about integrating technology in instructions. Ask students  to take notes.
 * ^  ||  You tube is used as part of instruction inside the classroom  ||  RULEG and Elaboration  ||  State that YouTube is used as part of instructions. Have learners browse  and look at different resources on YouTube then upload their own resource on YouTube.
 * **Procedure strategies** ||  Setting up a
 * ^  ||  Using a digital Camera, Uploading Videos to YouTube and using them as resources  ||  Demonstration, organization, elaboration and practice  ||  Learners will see a quick demonstration on how to operate a digital camera.   Learners will be given time to shoot a short video and upload it on YouTube then they will post it as resource on the group Wiki.  ||
 * **Attitude Strategies**

Mental Rehearsal Overt Practice ||  Have learners watch a short video about examples of integrating technology in instructions.

Have learners discuss the advantages of cloud computing in classroom Have learners come up with various instances where cloud computing can be used and ask them how this method can benefit their classroom instructions Have students post their reflections on a Wiki. ||


 * Team Member I**

//Text design//

(3min) **//Pre Instructional Strategy//**- Pretests

(3min) Initial Presentation: Video: [] or [|http://www.YouTube.com/watch?v=pMcfrLYDm2U] (7 min) Generative Presentation: Discussion on the pros and cons of using technology.
 * //Background://**

(5 min) Initial Presentation: Video on setting up a Wiki //(5 min) Generative Presentation:// Learner activity of planning a Wiki with a planning handout to be filled. //(5 min) Procedure:// Discussion and presentation of ideas //(7 min) Posttest:// Set Up a Wiki and send the link to personal email.
 * //Instructions for Wiki://**

//(3 min) Initial Presentation:// Search YouTube for particular topic //(//5 min) Generative Presentation: Plan and shoot a 3-5 minute video introducing the group members. Upload the video to YouTube**//.//** //(5 min) Procedure:// Discussion and presentation of ideas, Identifying the barriers and finding solutions, Learner activity of contrasting YouTube to PowerPoint Presentations. //(5 min) Posttest//: Share the video link on the class wiki and pose a question related to it to promote discussion.
 * //Instructions for YouTube://**

(7 min) Post on the wiki a reflection regarding their plans to integrate cloud computing in the K-12 classroom
 * //Posttest for the session://**

Materials: //__Materials for Introduction__// Short Video about the impact of cloud computing on society and how education is reacting to the technological advancements

//__Materials for YouTube__// Video recording device (i.e., digital camera, cell phone, etc) Connection to the internet Username/password to create an account Handout to compare and contrast YouTube to power Pt. Presentations

//__Materials for wiki__// Video Demonstration on how to set up wiki Handout of an Outline plan for setting up wiki Connection to the internet Wiki site such as www.wikispaces.com

//__Message Design__// Lists will be used to show the benefit of student learning with technology. This will “provide emphasis to the structure or message the designer wishes to convey (Morrison et al, 2011). Headings will be used to signal the changes in technology. Pictures, videos and graphics will be used in an interactive manner to help the learner gain any benefits
 * When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast
 * The teacher is no longer the center of attention as the dispenser of information, but rather plays the role of facilitator, setting project goals and providing guidelines and resources, moving from student to student or group to group, providing suggestions and support for student activity.
 * Increased inclination on the part of students to //work cooperatively// and to provide //peer tutoring//
 * Incorporating technology such as wiki or YouTube can be highly motivating to students, especially those who otherwise might not become participants in classrooms.
 * Excellent opportunities for students to read and write.
 * Effective forums for collaboration and discussion.
 * Powerful tools to enable scaffolded learning or mentoring to occur


 * Team Member E, Done by Team member D1**

//Multimedia design//

The instructional message will include the following multimedia sources:

YouTube: A short videos on how to set up and organize a blog as well as a short video about integration cloud computing technologies will be used from YouTube as Initial Presentations to help visualize the steps and clarify the concepts.

WIKI: Wikis will be used as Generative Presentations. Learners will set up group Wiki with multi pages, organize it and add resources links to it. They will post reflections on the Wiki.

__**References:**__

Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N., (2006). The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications: Executive Summary. Colorado Springs, CO.: BSCS

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.