Learning By Design


Implementation Plan and Facilitator Guide



Using the template below to guide your response, complete the section of the document that corresponds to your role on the team. The outline below serves as a suggestion of the components to include in you Implementation Plan and Facilitation Guide. You may adapt or modify the elements included in each of the five sections based on the design needs of your instructional module. The audience for this guide is the instructor, teacher, or facilitator that will deliver the instruction to students, and should be written with this in mind. The suggested length for each section of this guide is the equivalent of 1 to 2 pages.

Team Member A (Naquai)
Section I: Unit Overview

Provide the background and context for this instructional module, including the overall goals this unit should fulfill. Briefly describe the intended learner audience, and provide an overview of what students will learn during this unit. Modify the table of contents to reflect your completed document and include a brief paragraph about the intention and structure of this guide.
Suggested sections:


· Background and goals of instructional module
· Introduction to the unit
· Learning Objectives
· Structure of this guide (table of contents and an “about this guide”)
Section 1: Unit Overview
The Implementation Plan and Facilitation Guide identifies the key elements and steps necessary for training the teachers and support staff on the use of the relevant functionality of the different components of Google Applications. This portion of the document is divided into the following sections:
1. Background and Goals of Instructional Module

Educators are always looking for ways to enhance classroom instruction, but fall short when it comes to using inefficient, outdated and costly applications and tools. We will be training educators and helping them explore the benefits of using Google Applications in the classroom.

The goal of this module is to help the learner is to:
a. Identify and Define features and available applications in the Google Marketplace
b. Apply understanding by setting up (1) group or class content group folder in Google Docs (creating and sharing call log, syllabus, grading policy, and/or behavioral expectations) Create a “how to” handout that supports students in the understanding of how to access their account and your documents.
c. Create and implement (1) collaborative group lesson with your class that includes the use of Google docs and doc sharing, and at least 1 other Google App; and (1) collaborative PD session as a department or grade level.
d. Find ways to let Google Docs make what you already do more efficient. Take an existing process or procedure (individually or in a team) and transform it into a Google Docs friendly delivery, sharing, or storage process and share it in the next staff in-service meeting.

2. Introduction to the unit

Given access to computers and the application “Google Docs”, as a part of the teachers training, the learners with varying background knowledge and computer skills, will develop, create and implement lessons for their students.



3. Learning Objectives

On successful completion of this module the learner (teachers and support staff) will be able to:
a. define Google Applications and identify its key components
b. identify the benefits of the Google Docs program in order to use it as a tool in their classrooms
c. identify appropriate use of Google Applications in order to utilize and become proficient users of the program
d. utilize appropriate applications (such as Google Docs.) to design instructional activities
e. design and develop creative instructional activities using Google Applications, such as Google Docs
f. gain an overall understanding of the scope and purpose of Google Docs

4. Structure of this guide (table of contents and an “about this guide”)

The intention and structure of this guide details the activities and tasks necessary to fulfill the training requirements of the entire project, including the creation of the present document, the Implementation Plan and Facilitation Guide.









Team Member D1 (Benito Francisco)
Section II: Pre-workshop Planning

Describe any preparations that need to be made by the facilitator or students prior to implementing this instructional module. Also include any pre-requisite skills or knowledge that students need in order to participate.
Suggested sections:

· Preparing participants
· Student Groupings
· Giving participants advance information

Section II: Pre-workshop Planning

Prior to implementing the instructional module, facilitator should run down a checklist to make sure all course materials are present, all supportive presentation equipment have been secured, all necessary handouts are packaged, this includes hardcopy of PowerPoint presentations. In terms of instructional objectives, facilitator must possess a handout clearly outlining learning objectives and expected time of completion for each learning objective. In addition, tasks and activities must be clearly specified with its corresponding allotted time for completion. In other words, facilitator must have a self-pacing guide of objectives and activities with time of completion.

For the student, it is imperative to stress that training session will commence on time. As a friendly reminder, students will be provided with all necessary materials for the training session.


Preparing Participants and Giving Participants Advance Information.

Upon registering for the Google Apps training session, students will be giving the opportunity to:

1. Complete a brief questionnaire about learning attitude, computer literacy and Internet usage.
2. Directed to view a 2½ minutes YouTube presentation explaining the many ways to use Google Apps. The link is
http://www.youtube.com/watch?v=X_KnC2EIS5w.
3. Review a brief overview of the training session and how the training will be conducted.
4. Know the expected outcomes of the training session highlighting the many advantages of incorporating Google Apps as a powerful tool.
5. Know the basic pre-requisite skills necessary at the time training session begins.


Pre-requisite skills.

Students must possess minimal competency in:
1. Basic computer literacy skills and terminology.
2. Internet navigation, able to follow links, use tools, and uploading/downloading files
3. Managing and maintaining an e-mail account.

4. Using MS Office products such as MS Word, MS Excel, and PowerPoint.


Student Grouping:


Students will be assigned groups to work in with no more than four members in each collaborative group. The criteria for the selection of members will be done on the basis of similar learners’ characteristics such as attitudes, personal and social characteristics and cultural diversity. One of strengths of working with small groups is that small groups promote active learning. Other advantages include peer teaching, individuals can share, discuss materials and problem solve with others, but most importantly, instructor can gain increased awareness of the success during implementation of training (Morrison, Ross, and Kemp, 2007).

Since the instructor acts as a facilitator rather than the source of all knowledge, students will have added responsibilities while working in their respective groups. These responsibilities might include the exchange of ideas, decision making functions, and closely monitoring each step while performing tasks related to the creation of Google documents.

Reference:


Morrison, G. R., Ross, S. M., & Kemp, J. E. (2007). Designing effective instruction (5th ed.). San Francisco: John Wiley and Sons, Inc

Team Member D2
Section III: Instructional environment, equipment, and materials

Describe the types of learning environments in which this unit could be delivered. Provide an annotated list of materials, handouts, and equipment that are needed throughout the lesson. Describe any logistical considerations the facilitator should be aware of.
Suggested sections:

Considerations for the delivery environment
· Equipment and materials
1. Desktop Processors or laptop models sufficient to provide 1:1 student/machine-Pentium IV or greater with a minimum capability of running Windows XP, Windows Vista, or Windows 7, Mac, or Linux (all should contain consistent platform for training consistency.) Internet ready with Firefox or Explorer
2.
Available computer lab Workspace which provides adequate individual workspace for computer processor and learners
3.
Access to supportive band width for steaming video and required network permissions to access necessary internet files
4.
Common training time set aside and prioritized through management: to be determined through management needs and may include implementation during contracted day; before or after contracted day: further determination will be defined to include single training, regular interval training, or initial and as needed training. (according to organizational preference)
5.
Implementation Model should be also established with management/administration: single group training, learner specific group training, or train the trainer model
6.
Provisions made for handicapped individuals, hearing or visually impaired learners needing: including but not limited to adaptive technologies or software accommodations; modified accessibility to training area, workspace etc. per IDEA regulations


Materials
· Handouts and media support:
1. Pre-Assessment: This is the orientation survey to determine preexisting attitudes, internet literacy, and usage.
2. Facilitation Guide: This handout will outline the objectives and the agenda for workshop session. It will also contain speaker annotation and notes for workshop presentation. This document (without speaker notes) can also serve as the student’s review of the training module.
3. PowerPoint training file: This file will contain the training unit for the group presentation.
4. Excel file: Google Apps Introductory Activity: This file will allow be loaded onto desktops for learners to preview prior to training. It will be available for participants to practice demonstrated process of “upload”; share files; and the use of “comments” and collaborative chat feature.”
5. Hyperlinks available to facilitator and learners: These should be (1) embedded into PowerPoint for expedient facilitator/learner access during workshop (and shared as a resource for access afterward), Title:“Google Docs in Plain English” available on YouTube. http://www.youtube.com/watch?v=eRqUE6IHTEA




Team Member E
Section IV: Instructional delivery and sequencing

Describe all activities from both the facilitator and student perspectives. What will the facilitator and students do during each activity or event?
Suggested sections:

· Overview of lesson
· Sequence of activities
· Step-by-step process

The facilitator will act primarily as a guide through the activities included in the lesson while also encouraging the students to work together and help each other. The sequence of activities are as follows:

1. Create a Google account
2. Sign in to Google and explore the multiple applications available on Google Marketplace
3. Create a Shared Google Documents folder
4. Create a Student Expectations document using Microsoft Word
5. Upload Student Expectations document to the shared folder
6. Access and edit other group members' Class Expectations documents

1. First, while displaying the appropriate slide on the screen, the facilitator will ask students to locate the Google homepage (www.google.com). Once there, the students need to select "Sign In" and then "Create an account now". The facilitator should walk around throughout this step, ensuring that all are following and encourage students to guide each other through as they fill in the necessary information to create their own account.

2. Once the students are signed in to Google, the facilitator will guide them through a quick tour of several of the applications offered in the Google Marketplace (displaying his/her movements using the projector), encouraging them to delve deeper into what Google provides after the training. Students should follow along, opening a few applications to get a feel for their use and accessibility.

3. The facilitator should then guide the students to Google Documents and ask them to select "Create New", then Folder. Once students have opened the new folder, ask them to name it First Day, then click on the "Share" link. Next, the students need to select "share this folder" and enter the email addresses of two or three people next to them, select "Send", then select "Save".

4. The facilitator should then direct students to minimize the browser window and open a new Microsoft Word (or other word processing) document. The facilitator should instruct students to list one expectation on the document, save it as "Student Expectations" to Desktop and close it.

5. Next, the facilitator will direct students to maximize the browser window and, with the First Day folder open, select "Upload". Next, the students will use "Select file to upload" to choose Student Expectations.doc from the Desktop and then choose "Start Upload".

6. With the file uploaded, the students will then need to choose one of their classmates' folders from "Folders shared with me" in their Google Documents. The facilitator should direct the students to edit their classmates' documents by adding one or two expectations of their own.



Team Member I: Project Leader
Section V: Assessment of learning

This section should describe how student learning will be assessed by the facilitator throughout the instructional module. Note: you may want to peruse next week’s resources to assist you with this section.
Suggested sections:

· Pre-assessment strategies (before learning)
· Formative assessment strategies (during learning)
· Summative assessment strategies (after learning)

Pre-assessment Strategies:

- A pre-topic questionnaire will be given to learners upon registration for the training. This brief questionnaire will help determine the learner's background, training, and experience with the computers, the Internet, and the various Google applications. The instructor/facilitator of the training will have the opportunity to review the completed surveys before the training session, to assure that there are no severe gaps to be met.

- Before the instruction begins, the facilitator will conduct an oral questioning of the class. This provides the instructor with a quick overview of the various skill levels of the class in a low pressure situation for the learners. Questions to be asked: Who here is comfortable using the Internet during instruction? Is anyone familiar with Google applications? Does anyone have any questions regarding the operation of the computer in front of them?

Formative assessment strategies:

- Learners will have the opportunity to test their recently learned knowledge while they complete the PowerPoint presentation. As the learner is guided through the steps on how to set up a Google account, create a Google Docs folder, and successfully share and edit documents they will encounter check points. Every few slides there will be a question pertaining to the information just learned; for example, a learner may have to click on the correct area of the screen where they would go to open a new document.

- While the group of learners are viewing the presentation the instructor will move through the room to make sure all learners are moving through the training appropriately. By observing each student, the instructor will be able to assist with questions and ensure that all learners absorbing the knowledge.

Summative assessment strategies:

- When the students break into groups and create contact lists on Google, they will also add the instructor to the group. Upon completion of the training, the students are to edit a shared document and then send it back to the original author, the instructor is to be copied on this file share. If the steps outlined in the training are completed accurately this will be reflected in the document received by the instructor.

Confirmative evaluation strategies:


- A follow-up questionnaire will be sent to the learners after the training has been completed and they have had time to implement the tactics learned in the classroom (3 months). This final questionnaire will pose questions to determine if the training assisted these professionals in creating more engaging instruction for their students using Google Docs.
Suggested outline for the Implementation Plan and Facilitator Guide


Table of Contents

I. Unit Overview
Background and goals of overall project
Introduction to the workshop
Goals and Learning Objectives
Structure of this guide (table of contents and an “about this guide”)
II. Pre-workshop planning
Preparing participants
Student Groupings
Giving participants advance information
III. Instructional environment, equipment, and materials
Considerations for the delivery environment
Equipment and materials
Handouts and media support
IV. Instructional Delivery and Sequencing
Overview of lesson
Sequence of activities
Step-by-step process
V. Assessment of Learning
Pre-assessment strategies (before learning)
Formative assessment strategies (during learning)
Summative assessment strategies (after learning)