Implementation+Plan+and+Facilitator+Guide

= Implementation Plan and Facilitator Guide = **Team Member A **

__Section I: Unit Overview __


 * Background and goals of instructional module **

Johnson, Levine, and Smith (2009) said globalization impacts the way we work, collaborate, and communicate; those who do not use technology to expand their global connections will be left on the sidelines. Many of today’s emerging technologies are collectively referred to as cloud computing. According to McFedries (2010), in cloud computing our data and software reside within the cloud, and we access everything not only with personal computers (PCs) but also with mobile devices such as netbooks, tablet PCs, and Smartphones. The same source likens the cloud to the electric grid. Like the electric grid provides instant access to affordable electricity, the cloud offers quick, cheap access to computing power and storage space (McFedries, 2010). The cloud is simply the internet, and it is where and how people work today.Outside of school, students blog, network, and game in the cloud. They are connected through computers, cell phones and hand held devices, but once they enter the school building, they are forced to shut down all their connections (Gersh, 2009; Prensky, 2008). Today’s students are different and there is a growing need for literacy in emerging technologies (Johnson, Levine, & Smith, 2009). In line with connectivism, plugging into the cloud in the classroom provides authentic experiences for the learner in the ways that people work and play today, not in solitude, but in vast, complex networks. The goals for participants in this instructional program are:


 * Gain an awareness of cloud computing technologies and their educational uses,
 * Accept that cloud computing technologies add value to education,
 * Know how to apply cloud computing technologies in constructivist learning, and
 * Create at least one application for a K-12 classroom.


 * Introduction to the unit **

To be successful, meaningful, and lasting, learning must include practice, knowledge and context (Brown et al., 1989 as cited in Ertmer & Newby, 1993). The overall goal of the instruction is that teachers exit with the capability and intent to integrate technology into their classrooms. To facilitate the transfer of knowledge, the course will be designed using a constructivist model.Constructivism is an ideal model for integrating cloud computing technologies in the classroom. The basic assumption of constructivism is that people are active learners and must construct their own knowledge; while, social constructivism emphasizes the role of social interaction in learning (Ormrod et al., 2009). In the constructivist classroom teachers act as facilitators and design their instruction to actively engage students with content through manipulation of materials and social interaction (Ormrod et al., 2009).“Cognitive science research has found that embedding the instruction in a familiar context enhances both student achievement and student attitudes” (Boyd & Jackson, 2004; Ku & Sullivan, 2000; Papadoulos, Demetriadis, & Stamelos, 2009; PT3 Group at Vanderbilt, 2003 as cited in Morrison et al., 2011). Context is a critical component of problem-based learning.To facilitate integration of cloud computing in K-12 educational settings, educators will receive instruction within a problem-based context. The course will be arranged in three sections:


 * Introduction to cloud computing
 * Using wikis in the classroom
 * Using YouTube in the classroom

Each section will be delivered using the 5E constructivist model of instruction which consists of five phases engage, explore, explain, elaborate, and evaluate(Bybee et al., 2006). In the 5E model, learners solve problems and create meaning by actively engaging in authentic real world situations.
 * Learning Objectives **

This course is designed to motivate K-12 teachers to integrate cloud computing into their classrooms and to give teachers the skills to apply cloud-based technologies to enhance instruction. The technologies covered in this one hour course are YouTube and Wikis. As a result of the instructional program, participants will explain the rationale to use cloud computing in the classroom and will develop one or more applications to enable students to use cloud based tools in the classroom in a way that mirrors how technology is used in the world at large.The learning objectives are:
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">To desire to integrate cloud computing into the classroom,
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">To gain the skills to apply cloud based computing to enhance instruction using a Wiki, and
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">To gain the skills to apply cloud based computing to enhance instruction using YouTube.


 * <span style="font-family: 'Cambria','serif'; font-size: 15px;">Structure of this guide (table of contents and an “about this guide”) **

<span style="font-family: 'Cambria','serif'; font-size: 15px;">This guide will give instructors the information they need to plan, conduct and evaluate this course using the 5E constructivist instructional model. Supplemental materials and links to internet resources are also provided for the instructor. The Table of Contents presents the organization of the guide and includes:


 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Unit overview,
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Pre-workshop planning,
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Instructional environment, equipment, and materials,
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Instructional delivery and sequencing, and
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Assessment of learning.

<span style="font-family: 'Cambria','serif'; font-size: 15px;">This guide is a one stop shop for the instructional leader.**Table of Contents**I. Unit Overview


 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Background and goals of overall project
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Introduction to the workshop
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Goals and Learning Objectives
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Structure of this guide (table of contents and an “about this guide”)

<span style="font-family: 'Cambria','serif'; font-size: 15px;">II. Pre-workshop planning


 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Preparing participants
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Student Groupings
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Giving participants advance information

<span style="font-family: 'Cambria','serif'; font-size: 15px;">III. Instructional environment, equipment, and materials


 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Considerations for the delivery environment
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Equipment and materials
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Handouts and media support

<span style="font-family: 'Cambria','serif'; font-size: 15px;">IV. Instructional Delivery and Sequencing


 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Overview of lesson
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Sequence of activities
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Step-by-step process

<span style="font-family: 'Cambria','serif'; font-size: 15px;">V. Assessment of Learning


 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Pre-assessment strategies (before learning)
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Formative assessment strategies (during learning)
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Summative assessment strategies (after learning)

<span style="font-family: 'Cambria','serif'; font-size: 15px;">**Team Member D1**

__<span style="font-family: 'Cambria','serif'; font-size: 15px;">Section II: Pre-workshop Planning __
 * <span style="font-family: 'Cambria','serif'; font-size: 15px;">(Developer) **<span style="font-family: 'Cambria','serif'; font-size: 15px;">As a first start, there should be a beta test for the whole program to make sure that things work according to the plan. Piskurich (2005)explains that a beta test are “design tests” that intend to check how the pieces of the course fit together (p.238). In the beta test invite the target manager, IT coordinator and two or three of the target Head of Departments/ Supervisors. It is preferable that the facilitator administers the instructions. This will give the developer “more time to watch reactions and make notes and allows [the developer] to focus all [his/her] attention to the audience and their reactions” (Piskurich, 2005, p.239).Send memos to the participants to explain what is expected from them and what kind of feedback you need. Preferably, create a list of questions to be sent to the participants ahead of time.
 * <span style="font-family: 'Cambria','serif'; font-size: 15px;">Preparing participants **

<span style="font-family: 'Cambria','serif'; font-size: 15px;">Start by arranging a meeting between the trainees, yourself and the materials that will be included in the training program. Pre-requisite skills:Check that participants have the required knowledge in computer basics.Check that participants know how to browse the Internet and open a website. Check that participants can speak, read. and write the language of instruction. Check that participants know how to operate a video camera.Check that participants know how to upload a video on YouTube.Check that all participants have emails for communication.If a trainee needs any additional computer support, arrange a one-to-one based instruction with one of the IT team members to cover the required computer skills.If a trainee has limited language proficiency, arrange for a translated transcript of the video as well as printed handouts of the material and send it ahead of time.


 * <span style="font-family: 'Cambria','serif'; font-size: 15px;">Student Groupings **

<span style="font-family: 'Cambria','serif'; font-size: 15px;">Trainees will be divided into small groups (8- 12 persons per group) according to the subject matter they teach or the levels they teach; i.e. class teachers that teach multiple subjects will be in one group.This grouping will help them apply the intended instruction on their field area and will help during discussion. To make the groups heterogeneous distribute the supervisors and the directors. Participants with limited language proficiency should have a bi-language fluent team member next to them to help them. If there are sufficient members of the IT team, distribute one per group. Otherwise, add the IT members to groups that have members with limited computer knowledge.

**<span style="font-family: 'Cambria','serif'; font-size: 15px;">Giving participants advance information **

<span style="font-family: 'Cambria','serif'; font-size: 15px; margin-bottom: 6pt;">Send a memo or an email to all the participants explaining what is the course about and the objectives that you will be focusing on. This will help them prepare and organize their ideas so they will be more familiar with the content. Make the trainees more comfortable with the material by sending them links to setting up a Wiki on YouTube ahead of time. This will help decrease some of the difficulty that might rise during the course.Send the following link to all the participantsUpload a video on YouTube: []Setting up a Wiki: []

**<span style="font-family: 'Cambria','serif'; font-size: 15px;">Team Member D2 **

__<span style="font-family: 'Cambria','serif'; font-size: 15px;">Section III: Instructional environment, equipment, and materials __


 * <span style="font-family: 'Cambria','serif'; font-size: 15px;">Considerations for the delivery environment **

<span style="font-family: 'Cambria','serif'; font-size: 15px;">The best environment for administering the instruction would be a classroom- based with the following points to be taken into consideration:


 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">The used facility should be large enough to accommodate all the trainees.
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Make sure that there are enough chairs to accommodate all participants.
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">The room should be properly lit with a control for dimming light that can be used by the facilitator while playing the video sections.
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">The room should have sufficient electrical supplies.
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Seating should be in the form of round tables to facilitate group work and discussion.
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">The room should be equipped with a multimedia projector and a laptop to be used by the facilitator.
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Each table should have enough space to accommodate a computer or laptop as well as free space for trainees to work.
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">All computers should have an Internet connection, preferable wireless connection
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">The room should be accessible for disabled.
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Rest rooms should be available and close by.
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">An area for putting refreshments should be available.


 * <span style="font-family: 'Cambria','serif'; font-size: 15px;">Equipment and materials **

<span style="font-family: 'Cambria','serif'; font-size: 15px;">Make sure that each **group/table** has the following material available for use:


 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Name of the group clear and visible
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Blank Flipchart to write their ideas and suggestions
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Marker to be used for writing
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">A computer that is already connected to an internet source and ready for use
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Red and green cups that trainees can place on their computer to notify the facilitator that they have a question
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Name tags to be used by group members
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">A digital camera fully charged and ready to be used

<span style="font-family: 'Cambria','serif'; font-size: 15px;">Make sure that each **trainee** has the following material available:


 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Notebook for personal notes
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Pen or pencil
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Name tag
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Copy of the printed material

<span style="font-family: 'Cambria','serif'; font-size: 15px;">Make sure that the trainer has the following material available:


 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Note board/Whiteboard
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Markers
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Laptop
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">At least two sets of backup material of all the media required
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Multimedia projector
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Own notebook
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Stopwatch for time control
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Light pointer


 * <span style="font-family: 'Cambria','serif'; font-size: 15px;">Handouts and media support **

__<span style="font-family: 'Cambria','serif'; font-size: 15px;">Media Support: __


 * __<span style="font-family: 'Cambria','serif'; font-size: 15px;">Laptop with multimedia projector __
 * __<span style="font-family: 'Cambria','serif'; font-size: 15px;">Speakers __
 * __<span style="font-family: 'Cambria','serif'; font-size: 15px;">Portable Microphone __
 * __<span style="font-family: 'Cambria','serif'; font-size: 15px;">Internet connection is needed for the following: __
 * __<span style="font-family: 'Cambria','serif'; font-size: 15px;">Introduction to the effect of technology on learning retrieved from [|http://www.YouTube.com/watch?v=pMcfrLYDm2U] __
 * __<span style="font-family: 'Cambria','serif'; font-size: 15px;">Wiki site: www.wikispaces.com __
 * __<span style="font-family: 'Cambria','serif'; font-size: 15px;">Video Demonstration on how to set up wiki retrieved from [] __
 * __<span style="font-family: 'Cambria','serif'; font-size: 15px;">YouTube site: www.youtube.com __

__<span style="font-family: 'Cambria','serif'; font-size: 15px;">Trainees’ Handouts __


 * __<span style="font-family: 'Cambria','serif'; font-size: 15px;">Handout to compare and contrast YouTube to power Pt. Presentations __
 * __<span style="font-family: 'Cambria','serif'; font-size: 15px;">Handout of an Outline plan for setting up wiki __
 * __<span style="font-family: 'Cambria','serif'; font-size: 15px;">Feedback Form __

__<span style="font-family: 'Cambria','serif'; font-size: 15px;">Trainer’s Handouts __


 * __<span style="font-family: 'Cambria','serif'; font-size: 15px;">Lesson Plans __
 * __<span style="font-family: 'Cambria','serif'; font-size: 15px;">Trainer's Guide to setting up a Wiki __
 * __<span style="font-family: 'Cambria','serif'; font-size: 15px;">Beta Test Checklist __
 * __<span style="font-family: 'Cambria','serif'; font-size: 15px;">Participant’s list of Names __
 * __<span style="font-family: 'Cambria','serif'; font-size: 15px;">Group Distribution Chart __

**<span style="font-family: 'Cambria','serif'; font-size: 15px;">Team Member E **

__<span style="font-family: 'Cambria','serif'; font-size: 15px;">Section VI: Instructional delivery and sequencing __
 * <span style="font-family: 'Cambria','serif'; font-size: 15px;">Overview of lesson **

<span style="font-family: 'Cambria','serif'; font-size: 15px;">Instruction will be delivered in a computer laboratory or lecture room with internet access and accomodated for adult learners. Participants will learn in the same context in which they will be expected to teach:


 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Situated and relevant,
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Problem-based,
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Collaborative, and
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Socially interactive.

<span style="font-family: 'Cambria','serif'; font-size: 15px;">The 5E constructivist instructional model will be used. The instructional model places students in situations where they will engage, explore, explain, elaborate, and evaluate the use of wikis and YouTube in the classroom, The instructional program will use a combination of multimedia, print materials, reflection and discussion in both whole group and small group, cooperative instruction. Instructors will acts as facilitators as participants actively engage with the instructional materials and create new meaning in authentic, open-ended situations. The mixed choice of instructional materials, wiki, video, print, and reflection and discussion also addresses the diverse learning styles and preferences of participants.The program will consist of various methods of delivery in order for learners to gain the most understanding and meet the objectives, which are to desire to integrate cloud computing into the classroom and to gain the skills to apply cloud based computing to enhance instruction. Students will begin the course in a large group presentation. According to Morrison, Ross, Kalman, and Kemp (2011), this seems to be the most valuable when used as an introduction, overview, or orientation to a new topic. Although whole group presentations are typically very passive, whole group learning is considered valuable “to provide such resources as a one-time guest speaker, a video, or other visual presentation that can most conveniently and efficiently be shown to the whole group at one time”(Morrison et al., 2011, p.222). Throughout the presentation there will be videos shown, all in whole group.Another method of delivery being used is small group. This is when groups of 2-10 people work together to discuss, report, or question various topics. “This approach provides students an opportunity to synthesize the content and improve communication skills” (Morrison, et al., 2011, p.230). After watching the introduction video, [] or [|http://www.YouTube.com/watch?v=pMcfrLYDm2U] students will be required to discuss the benefits of cloud computing in the classroom, thus meeting the first objective.To address the objective of incorporating cloud computing into the classroom to enhance instruction, students will gather in whole group format to watch another video showing how to set up and manage a wiki. Students will receive a handout that complements the video in explaining how to set up and manage a wiki site, along with a wiki plan chart handout that students will complete in small groups. “Learning is enhanced when learners are actively involved. Therefore, it is important to develop a plan for including learner participation activities when lecturing” (Morrison et al., 2011, p 222). Within the small group, students will have a collaborative discussion on the barriers of wiki sites and ways of overcoming them. Following the discussion, students will remain in their “small group sessions to promote active learning”(Morrison et al., 2011, p. 231) by creating a group wiki.To further meet the objective of gaining skills to apply cloud base computing, students will also explore creating YouTube videos. This will be done by remaining in small groups and reviewing a few videos before beginning the task of creating and uploading one. They will then record an introduction of the group members, upload it on YouTube, and discuss ways that this tool can be integrated into instruction. As part of the assignment, students will then link the YouTube video to their class wiki, thus applying the skill of cloud computing.As stated, multiple methods of delivery will be used for instruction. By incorporating whole group and small group, learners are given the opportunity to receive the same information and then discuss the videos viewed. “As learners think about a subject under discussion and present their view, learning can take place on higher intellectual levels (specifically analysis, synthesis, and evaluation) than is possible with a focus solely on the recall of information” ( Morrison et al., 2011, p. 231).


 * <span style="font-family: 'Cambria','serif'; font-size: 15px;">Sequence of activities **

<span style="font-family: 'Cambria','serif'; font-size: 15px;">The overall objective for educational personnel is twofold:


 * **<span style="font-family: 'Cambria','serif'; font-size: 15px;">To desire to integrate cloud computing into their classrooms and **
 * **<span style="font-family: 'Cambria','serif'; font-size: 15px;">To gain the skills to apply cloud based computing to enhance instruction. **

<span style="font-family: 'Cambria','serif'; font-size: 15px;">“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.I. IntroductionII. WikiIII. You TubeThe 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.


 * <span style="font-family: 'Cambria','serif'; font-size: 15px;">Step-by-step process **


 * <span style="font-family: 'Cambria','serif'; font-size: 15px;">I. Introduction: **<span style="font-family: 'Cambria','serif'; font-size: 15px;">**//Engage (10 min.)//**Learners will:


 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">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. (3 min.)
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Discuss the benefits of using Cloud Computing Technology in the classroom (7 min.)

<span style="font-family: 'Cambria','serif'; font-size: 15px;">**__II. WIKI__****//Engage (3 min.)//**This phase of the lesson is intended to promote curiosity and elicit prior knowledge. The learners will:


 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">View a video demonstration on how to set up a group wiki, organize it, add pages, navigation bars and links.

<span style="font-family: 'Cambria','serif'; font-size: 15px;">**//Explore (5 min.)//**This phase of the lesson provides experiences where the learner uses prior knowledge to explore questions and investigate possibilities. The learners will:


 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Plan on setting up a wiki, decide on a name, the number of pages to be included and the various uses for the wiki.
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Fill the Wiki Plan Chart Handout

<span style="font-family: 'Cambria','serif'; font-size: 15px;">**//Explain (5 min.)//**In this phase of the lesson, learners report and discuss the findings from their investigation. The learners will:


 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Present group observations and conclusions regarding the different ways of using a wiki and share ideas with other groups

<span style="font-family: 'Cambria','serif'; font-size: 15px;">**//Elaborate (5 min.)//**In this phase of the lesson, the learners extend their understanding by applying the concepts in new ways. The learners will:


 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Identify at least two barriers related to the integration of this technology and list ways of overcoming it.

<span style="font-family: 'Cambria','serif'; font-size: 15px;">**//Evaluate (7 min.)//**This phase of the lesson provides opportunities for learner self-reflection and teacher evaluation. The learners will:


 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Set up a group wiki.
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Add the pages (at least three distinct pages)
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Add one link to a resources page
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Send the link of the wiki to their personal emails.

<span style="font-family: 'Cambria','serif'; font-size: 15px;">**__III. YouTube__****//Engage (10 min.)//**This phase of the lesson is intended to promote curiosity and elicit prior knowledge. The learners will:


 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Search the YouTube for a particular topic.
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Plan and shoot a 3- minute video introducing the group members
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Upload the video on you tube.

<span style="font-family: 'Cambria','serif'; font-size: 15px;">**//Explore (3 min.)//**This phase of the lesson provides experiences where the learner uses prior knowledge to explore questions and investigate possibilities. The learners will:


 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Discuss the different ways that YouTube can be used inside the classroom as part of the instruction.

<span style="font-family: 'Cambria','serif'; font-size: 15px;">**//Explain (5 min.)//**In this phase of the lesson, learners report and discuss the findings from their investigation. The learners will:


 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Present the group ideas and share them with other groups
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">List the advantages of using YouTube over the classical Power point presentation.

<span style="font-family: 'Cambria','serif'; font-size: 15px;">**//Elaborate (3 min.)//**In this phase of the lesson, the learners extend their understanding by applying the concepts in new ways. The learners will:


 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Explain how YouTube can be used for discussion or homework assignments.
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Identify any barriers and list ways technology and supervisory personnel that can support the effort.

<span style="font-family: 'Cambria','serif'; font-size: 15px;">**//Evaluate (3 min.)//**This phase of the lesson provides opportunities for learner self-reflection and teacher evaluation. The learners will:


 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Add the link of the uploaded video on the group Wiki
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Pose a question related to the uploaded video that can open a discussion.

<span style="font-family: 'Cambria','serif'; font-size: 15px;">**Reflect: (10 min.)**This is the Final Phase. Learners will:


 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Reflect on what they have learned.
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Post their reflections on the group Wiki

<span style="font-family: 'Cambria','serif'; font-size: 15px;">Instructional Plan Table

**<span style="font-family: 'Cambria','serif'; font-size: 15px;">Team Member I: **

__<span style="font-family: 'Cambria','serif'; font-size: 15px;">Section V: Assessment of learning __

<span style="font-family: 'Cambria','serif'; font-size: 15px; margin-bottom: 6pt;">Instructional Objectives: To desire to integrate cloud computing into their classrooms and to gain the skills to apply cloud based computing to enhance instruction.“Evaluating learning is essential in the instructional design process” (Morrison et al, p.272).


 * <span style="font-family: 'Cambria','serif'; font-size: 15px;">Pre-assessment strategies (before learning) **

<span style="font-family: 'Cambria','serif'; font-size: 15px;">“A pretest is designed to heighten the student’s awareness of the content by giving cues to the key points. These cues will help the learner identify and focus on the main ideas in the unit of instruction” (Morrison et al, p. 177).


 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Questionnaire asking how many people integrate cloud computing in their classroom
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Discuss how they are using cloud computing to enhance instruction
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Discuss when it’s appropriate to use cloud computing


 * <span style="font-family: 'Cambria','serif'; font-size: 15px;">Formative assessment strategies (during learning) **

<span style="font-family: 'Cambria','serif'; font-size: 15px;">Formative evaluations strengthen or improve the object being evaluated -- they help form it by examining the delivery of the program or technology, the quality of its implementation, and the assessment of the organizational context, personnel, procedures, inputs, and so on (Trochim, W.M.K.,2006).


 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Brainstorming
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Discussion of benefits of incorporating cloud computing in the classroom
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Graphic organizer
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">List advantages of YouTube over PowerPoint

<span style="font-family: 'Cambria','serif'; font-size: 15px;">Summative evaluation is directed toward measuring the degree to which the major outcomes are attained by the end of the course” (Morrison et al, p.275)
 * <span style="font-family: 'Cambria','serif'; font-size: 15px;">Summative assessment strategies (after learning) **


 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Set up a group wiki
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Incorporate a link within the wiki to the YouTube video
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Post reflections onto the group wiki
 * <span style="font-family: 'Cambria','serif'; font-size: 15px; margin-top: 0in;">Discuss how likely they are to incorporate cloud computing into their instruction