Teaching with Technology: Online Modules

Emily Barton
EDIS7010 Final Project Documentation

Deliverable
Teaching with Technology Modules
http://people.virginia.edu/~eb6cu/EDIS7010_FP2/story_html5.html

Project Overview
As a doctoral student in instructional technology, I work with preservice teachers as
the instructor for EDIS3450, Teaching with Technology in Secondary Humanities.
There are two driving learning objectives for the class. The first is for preservice
teachers to effectively incorporate technology into their practice while remaining
grounded in the learning objective. The second is for preservice teachers to be
prepared to help their students learn to be responsible digital consumer and
producers. This project is two Articulate Storyline 2 modules each targeting one of
the class learning objectives. Module one is on copyright and fair use, and module
two is on grounded technology integration.
Harris and Hofer (2009) identify that the best way to teach technology integration is
by authentically incorporating it with content planning instruction. The emphasis
should be on leveraging technology to meet student learning needs rather than the
tools themselves. In order to most effectively provide this learning environment for
Curry students, one suggestion is to move the class into an extended, blended
format. Students would take 3450 for multiple semesters as a one-credit course.
Periodically, they would engage in an online learning experience or a classroom
experience guided by the 3450 instructor. However, the instructor would spend
significantly more time in a mentorship role, coaching students as they incorporate
technology in other coursework. While this is not the current format, one step is
beginning to develop some of the online content. These modules will serve as a test
of online delivery in the Teaching with Technology in the Humanities class.

Alignment with Context

Learners: The modules were designed for preservice teachers in a Teaching with
Technology in the Humanities class. The content was delivered to this level of
student in face-to-face format successfully. To ensure its translation maintained its
face-to-face integrity, the modules were tested by two former Teaching with
Technology students. Both of the students felt the modules were appropriate for
their peers.
Stakeholders: A Teacher Education administrator initially proposed the new format
of the course for which I designed these modules. Additionally, the administrator

approved the use of the modules in fall 2015 for testing. To make the modules
usable for future Teaching with Technology instructors, I chose to eliminate personal
anecdotes. Additionally, I link in GoogleDocs that can be duplicated and shared with
other instructors.
Learning Context: The learning context for the course and the modules
themselves inform the assumptions made about student prior knowledge
throughout the modules. Teaching with Technology is taken during students first
year in the Curry School of Education. Therefore, educational concepts such as
various types of assessment are new for the students. However, the modules are
embedded into the Teaching with Technology face-to-face course. The students
already covered the TPACK model and completed an exercise applying it. Rather
than assign additional readings to accompany these online classes, readings are
embedded into the module.
Content: The module content targets two learning objectives for the Teaching with
Technology course. The first is grounded technology integration, a process for
incorporating technology in lesson while remaining grounded in content objectives
and student learning needs. The second is fair use and copyright, one component of
a unit of digital citizenship and responsibility for teachers and students.

Alignment with Personal Learning Goals and Objectives

Personal Project Goals
I have four personal objectives for this project that I either met or have plans to
meet.
1. Demonstrate my ability to take content developed for a face-to-face session
and translate it into an online format. As more instruction moves into an
online space, this will be an invaluable skill to hone. To create this product I
translated content I previously delivered using course authoring software.
2. Master the basic functionality of Articulate Storyline 2. Storyline is an
industry-standard tool for online instructional design. To create these modules
I began with a blank storyline and needed to fully understand the interface
and functionality of Storyline 2. This includes layers, triggers, states,
embedded media, link, slide designs and thoughtful navigation planning.
3. Create a working prototype of online modules to test in the fall 2015 Teaching
with Technology class. This will allow me to identify strengths and weakness
of this online format for further online development.
4. Iterate on these modules based on fall 2015 testing with students. This goal
is still pending, but the project laid the groundwork and set-up the possibility
for future testing and iteration.
Alignment with Career Goals
For an academic professor position, this product demonstrates my ability to present
content for a college course. It also illustrates my skills as an instructional designer

within academia. I articulated a niche job of instructional designer with the unique
skill of effectively translating research for the community. As learning environments
move online, this translation of research and information will, at times, take the
form of an online course. Additionally, many instructional packages are designed for
face-to-face delivery. Moving this content online will require instructional designers
with experience in translation of content to multiple formats. Position requirements
for instructional designers in academia specifically identify course authoring
software proficiency as a requirement. These modules were created with Articulate
Storyline 2, filling that requirement. The Teaching with Technology online modules
blend my two roles as an instructional designer and a preservice teacher educator
in academia.

Methods
I created the modules with Articulate Storyline 2. Beginning with blank slides,
I used images labeled for reuse to create a general theme for the modules. The
structure mimics an iPad, and the backgrounds are classrooms with modern styling.
I began by developing the copyright and fair use module. I sent that out for user
testing with a former Teaching with Technology student. I asked her to give me
feedback on the clarity of content and delivery method, as well as the usability of
the module (navigation etc.). The students feedback informed revisions on the fair
use module as well as the development of the grounded technology integration
module. I began work on the grounded technology integration module after
receiving student and instructor feedback on the fair use module. After completing
both modules, I sent them to a second Teaching with Technology student. Again, I
made slight revisions based on feedback. Finally, I sent the modules to a third-year
teacher who had not taken my course. This tester ensured content was clear
without having previously heard the lessons. I made revisions to the navigation and
created the final project documentation and presentation.
The most challenging aspect of the module creation was not initial conception
or design. Rather, it was testing ang and refinement of triggers and navigation. For
example, grouping items impacts the functionality of their hover triggers. Technical
corrections and identification of problems such as this took a significant amount of
time, a valuable lesson moving forward in online content creation.

TPACK Principles
The course itself is focused on TPACK and effective technology integration, so the
content of the modules supports TPACK principles. Additionally, the use of an online
blended format to best meet the learning needs of the students is modeling TPACK
for preservice teachers in the process of developing their technology integration
skills. The pedagogical principles that I use in the classroom delivering the content
will be upheld or appropriately modified for the online version. Due to the use of
digital technology, I represented content in various formats through video, audio,

text and images. The online nature of the course modules allows me to send
students directly to reference for information.

UDL Guidelines
The UDL guidelines of representation, action and expression, and engagement will
all be followed in the creation of the modules. UDL guidelines should be
implemented as curriculum is developed, rather than as an afterthought. This
project is an opportunity to follow that action pattern.
Representation considerations:

Audio available for all text content and transcript of audio provided
Embedded vocabulary support for pedagogical terms
Variety of media included (Images and videos)
Review questions and application questions/tasks

Action and expression considerations:

Self-paced movement through the module

Multiple paths of movement available
Module debriefs asking students to evaluate their learning and providing an
opportunity for questions

Engagement consideration:

Direct connection examples tying concepts to practice

Requires all students to participate
Appealing, modern design
Feedback following assessment, differentiated based on response
Close-ended and open-ended opportunities for students reflection

References
Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for
curriculum-based TPACK development. In Society for Information Technology
& Teacher Education International Conference (Vol. 2009, pp. 40874095).
Retrieved from http://www.editlib.org/p/31298/