Story Board & Prototype

Message and Visual Display Guidelines ____________________________________________________________________________________

Features
Text Elements

Application for Lessons

Text will use the shortest sentence and simplest words possible Font will be Century Gothic or default of web theme Hyperlinks will be blue

Graphic elements, charts, tables, images, maps, icons, buttons

One image per page in addition to two navigation arrows Screen shots will be used for images Highlighting and arrows as shapes can be used sparingly Bullet points and numbers may be used

Media: Graphics. Illustrations, photos, videos, audio and animated features

All videos must be less than 4 minutes long Photos maybe as metaphors at the beginning of a unit Graphics may consist of flow charts and graphs only

Simplicity

Text will be limited to 7 words across & 7 lines down per section. Text will be black; titles can be default web theme color Bold and underline can be used sparingly (twice per page max) Italics will not be used

Balance

Symmetry will remain consistent on all static pages Lines will be used to separate body from Text

Emphasis

Bold will be used for titles

Harmony

All self-contained pages will follow similar formatting

Design Prototype The Edmodo is LMS chosen by the client for all professional development courses. Edmodo has top and right and left side navigation bars. All three of these navigations contain Icons and graphics. The course developer will not utilize any graphics or icons other than an introductory photo to will minimize user confusion.

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WBI Flowchart ____________________________________________________________________________________

Hosted Design

Interactive Links

Orientation

Relevance

Directions

Recall

Content/ Cues

Content

Practice

Practice

Summary

Assessment

Assessment

Summary & Close Story Board ____________________________________________________________________________________

M1: Using Google Forms to Gather Data

Orientation (P.1)
Course Title Time Grade Level Description

Text Summary
Using Forms to Gather Data 45 minutes Teachers: All In this course youll take a peek into a classroom where data to drives decisions. You see what kind of

Other

Site Map Helpful Hints List (1-5)

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data the teacher collects and learn how to construct and apply these strategies to your own teaching. Link to site help page

Rationale How do you collect data? Look to see whos on task? By a show of hands? Calling on a few kids to answer? What if you could instantly see every student was thinking? Whos got it? Whos stuck? Whos misunderstood? Google forms can help you gage what your students need. Try using forms for instant grading, to turn rubrics data into summarized graphs.

Objectives/ Preassessment (P2)

Objectives and sub-skills: login, locate templates, edit questions, change theme, save, create a new form, add questions, and publish (accompanied by visuals) and take a pre-assessment on their current ability to perform the objectives

Introduction graphic Link to pre-assessment

Directions Read the beginning of a narrative scenario & explore hypothetical forms. Use the arrows at the bottom of the screen to navigate. Links to 3-5 sample forms

Analysis

How do you conduct formative assessment? Create a list. What does the data from these strategies look like? Compare methods of formative assessment that rely on your memory compared to those that capture information and summarize it for you.

Link to brainstorm spot

Content (P3) Now lets learn to create our own forms Choose one of the resources below to guide you Resources: Video, written instructions provided, to hunt & peck scavenger hunt list (recommended for discover learners) Your Turn Learners create 3 forms: Suggested forms are 2 formative assessments and 1 student interest survey What is the main purpose or data set youre looking for from each form? Video Written instructions with screen shot Scavenger hunt list Thinking Questions (Learning Questions)

Assessment (P4)

See what you know: Self-assess using the rubric See what your peers know: Peer assess using the rubric Click See Previous response to see how you did

Links to self & peer assessments

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Link to objectives Checklist Link to help page Link to challenge page

Summary (P5)

Complete the objectives checklist Need more help? Looking for a bigger challenge?

M2: Google Drive to Save You Time

Orientation (P.1)
Course Title Time Grade Level Description

Text Summary
Google Drive to Save You Time 45 minutes Teachers: All Organize and collaborate in the cloud. This course shows you to set up a web-based filing system.

Other

Site Map Helpful Hints List (1-5) Link to site help page

Rationale Watch this video of 21st century collaboration For more information see the NETS Standards for Teachers and Students Video Link Arrow images

Objectives/ Preassessment (P2)

Preview objectives in this video

Video Link Arrow images

Directions

Read the beginning of a narrative scenario. Use the arrows at the bottom of the screen to navigate.

Analysis

How do you organize your folders on your desktop? Describe how you co-plan or collaborate with other colleagues

Link to brainstorm spot Arrow images

Content (P3) Click one of the options below to learn how to create and collaborate in Google drive. Follow the instructions to create and share documents & folders Resources: Video, written instructions, Hunt and Peck Scavenger Hunt list. Video Written instructions with screen shot Scavenger hunt list Thinking Questions (Learning Questions)

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Assessment (P4) Sign in on this collaborative document Take the final Quiz Use this self-assess to rate the impact of collaboration on planning, teaching, and learning Link to sign-in Quiz, and selfassessments Arrow images Link to objectives Checklist Link to help page Link to challenge page Arrow images

Summary (P5)

Complete the objectives checklist Need more help? Try another resource on the list Ready for More? Complete the own Your Own Challenge to get a jump on next year

M3: Blog Planning for Better Preparation

Orientation (P.1)
Course Title Time Grade Level Description

Text Summary
Authentic Engagement with Digital Learning Logs 45 minutes Teachers: All What creates Authentic Engagement? Research shows Autonomy, Prior Knowledge,

Other

Questionnaire Site Map Helpful Hints List (1-5) Link to site help page

Rationale Preview examples of how other teachers organize their class on the web. Reflect on your teaching. Survey How do you Recall how daily activities are presented, how parents know whats happening in the class, what happens when students are absent, how teachers reuse material from last year. Click See previous response to see how other teachers answered. 3 Example Sites Survey Link Arrow images

Objectives/ Preassessment (P2)

Preview objectives in this video

Video Link Arrow images

Directions

Choose from the video, written instructions or scavenger hunt to build your own site.

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Use the arrows at the bottom of the screen to navigate.

Analysis

How do the teachers who blog plan increase student responsibility, parent communication, and clarity course objectives by posting material online?

Link to brainstorm spot Arrow images

Content (P3) Click one of the options below for instructions to start building your blog plan. Follow the instructions to create and share documents & folders Resources: Video, written instructions, Hunt and Peck Scavenger Hunt list. Video Written instructions with screen shot Scavenger hunt list Thinking Questions (Learning Questions) Assessment (P4) Use this self-assess rubric to evaluate your site Post the link to your website here Offer feedback on another participants site using the peer review rubric Self-assessment link Peer assessment link

Summary (P5)

Complete the Likart Quiz Need more help? Try another resource on the list Ready for More? Complete the own Your Own Challenge to see more suggestions for adding to your site. Want to keep up with the progress other teachers are making on their sites? Use the RSS feed to follow their updates.

Link to quiz Link to help page Link to challenge page Arrow images

M4: Authentic Engagement with Digital Learning Logs

Orientation (P.1)
Course Title Time Grade Level Description

Text Summary
Blog Planning for Better Preparation 45 minutes Teachers: All Student engagement begins when students are involved with real world work with an authentic purpose. In this module well see how students use digital learning logs to reflect on their learning and publish their thoughts for an audience that extends beyond the classroom.

Other

Questionnaire Site Map Helpful Hints List (1-5) Link to site help page

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Rationale Take the Questionnaire. Wouldnt it be great if your students.(check all that apply) 3 Example Sites Questionaire Link Arrow images Video Link Arrow images

Objectives/ Preassessment (P2)

Preview objectives and NETS for students

Analysis

Reflect on how your students organize and maintain the projects they create for your class.

Link to brainstorm spot Arrow images

Directions Content (P3)

Preview the sample student learning logs

3 Example Sites

Inquiry: Investigate what the quality and contents of these student learning logs. Based on your experience, create a flowchart or brainstorm showing the types digital of posts or projects students their learning logs for in your class. Post your ideas here

Thinking Questions Link to common brainstorm area

Assessment (P4)

Provide feedback to 2 other participants Complete the interest survey click see previous responses to how others responded.

Link to common brainstorm area Interest survey

Summary (P5)

Please complete the end of course survey.

Link to quiz Link to help page Link to challenge page Arrow images

Sample Front Page Format ____________________________________________________________________________________

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Technical Considerations ____________________________________________________________________________________ Questions About Edmodo

1. What school code will new users use? 2. What do teachers do when Edmodo navigation buttons wont fit in the browser? 3. What support will be in place for learners who have never used Edmodo? 4. What security issues should I be concerned with?

Questions about External Tools

1. Can all pre-post assessment data go into the same form? 2. Can the same forms be used over and over or should a template be created? 3. Who will monitor documents that learners have access to edit? 4. Who will offer support when the course is offered over the summer? 5. Should all modules be contained on one website? 6. Does Weebly allow for development of multiple pages (more than 5)? 7. Will all pages function on all browsers? (Google Drive will work best in Chrome) 8. Can teachers who dont know their Google account still access all forms, spreadsheets, and documents?