Adobe Connect Training Design Document

Adobe Connect Training and
Best Practices for

Synchronous Sessions
CASSANDRA GAUL
LT 7100
December 2015
Contents
Instructional Goals.....................................................................................................................................................................................................3
Needs Assessment..................................................................................................................................................................................................3
Goal Identification..................................................................................................................................................................................................4
Target Audience......................................................................................................................................................................................................4
Instructional Analysis................................................................................................................................................................................................4
Goal Classification..................................................................................................................................................................................................4
Hierarchical Analysis of Instructional Goals.........................................................................................................................................................5
Instructional Goal #1: Using multiple pods and layouts, teachers will prepare for a synchronous session by uploading instructional
content and organizing the content, including audio files, video files, PowerPoint presentations, websites, directions, and chat boxes....5
Instructional Goal #2: Using multiple pods and layouts, teachers will conduct an organized and student-friendly synchronous session
with the following spaces and times: welcome, lecture, discussion, demonstration, and review/practice....................................................8
Instructional Goal #3: By using the Adobe Connect recording tools, teachers will capture the synchronous session to share on their
course homepage...............................................................................................................................................................................................10
Analyze Learners and Context.................................................................................................................................................................................12
Learner Analysis...................................................................................................................................................................................................12
Performance Context Analysis.............................................................................................................................................................................14
Learning Context Analysis....................................................................................................................................................................................16
Performance Objectives and Test Items..................................................................................................................................................................18
Instructional Goal #1: Using multiple pods and layouts, teachers will prepare for a synchronous session by uploading instructional
content and organizing the content, including audio files, video files, PowerPoint presentations, websites, directions, and chat boxes..18
Instructional Goal #2: Using multiple pods and layouts, teachers will conduct an organized and student-friendly synchronous session
with the following spaces and times: welcome, lecture, discussion, demonstration, and review/practice..................................................23
Instructional Goal #3: By using the Adobe Connect recording tools, teachers will capture the synchronous session to share on their
course homepage..............................................................................................................................................................................................32
Assessment Instruments..........................................................................................................................................................................................36
Instructional Strategy...........................................................................................................................................................................................36
Overview............................................................................................................................................................................................................36
Instructional Goal Steps and Clusters.............................................................................................................................................................38
Instructional Materials........................................................................................................................................................................................60
Formative Evaluation Procedures........................................................................................................................................................................61
Summative Evaluation Procedures......................................................................................................................................................................66
Appendix...............................................................................................................................................................................................................68
Learner Analysis Surveys.................................................................................................................................................................................68
Assessments......................................................................................................................................................................................................69
Instructional Goals
Needs Assessment
The Georgia Virtual School relies on asynchronous and synchronous methods of instruction. The teachers at the
school are required to conduct weekly one-hour synchronous sessions on Adobe Connect. These sessions can be any
combination of open office hours, lectures, guided instruction, or practice for students. Past professional development
opportunities have offered best practices and technology tips for facilitating these synchronous sessions, but there is no
structured personalized course to train teachers on the technology, best practices, or available resources outside of these
offerings. Furthermore, there is no way to verify how skilled teachers are in using Adobe Connect or where they could
advance their skills.
Administrators and instructional technologists (IT) observations report a gap in knowledge regarding Adobe
Connect tools, layout designs, and best practices. A survey given to administrators, IT, and curriculum chairs reported a
lack of variety in instructional methods and tools. While teachers reported in another survey a desire to learn more about
how to facilitate different instructional methods with different tools.
Goal Identification
By completing this training program, teachers will be able to use the tools in Adobe Connect to implement
instructional material, modify material to meet their needs, and to create lessons that are engaging and use best teaching
practices for synchronous sessions.
Target Audience
Primary Learners: Teachers at the Georgia Virtual School

Subject Matter Experts: Instructional technology staff and master teachers, identified through teacher evaluations and
recommendations, at the Georgia Virtual School.
Target Delivery Format: The instruction will be asynchronous and web-based. During the first round of development,
the course may be within the learning management system.
Instructional Analysis
Goal Classification
Goal Learning Domain

1. Using multiple pods and layouts, teachers will prepare for a synchronous Psychomotor and Intellectual
session by uploading instructional content and organizing the content, including
audio files, video files, PowerPoint presentations, websites, directions, and chat
boxes.
2. Using multiple pods and layouts, teachers will conduct an organized and Psychomotor and Intellectual
student-friendly synchronous session with the following spaces and times:
welcome, lecture, discussion, demonstration, and review/practice.
3. By using the Adobe Connect recording tools, teachers will capture the Psychomotor and Intellectual
synchronous session to share on their course homepage.
Hierarchical Analysis of Instructional Goals

Instructional Goal #1: Using multiple pods and layouts, teachers will prepare for a
synchronous session by uploading instructional content and organizing the content,
including audio files, video files, PowerPoint presentations, websites, directions, and chat
boxes.
Instructional Goal #2: Using multiple pods and layouts, teachers
will conduct an organized and student-friendly synchronous
session with the following spaces and times: welcome, lecture,
discussion, demonstration, and review/practice.
Instructional Goal #3: By using the Adobe Connect recording tools, teachers will capture
the synchronous session to share on their course homepage.
Analyze Learners and Context
Learner Analysis
Information Categories Data Sources Learner Characteristics
1. Entry skills Interviews and The target audience are virtual or blended classroom teachers who have
Observations been trained or are in the process of training. Given this, they have skills
One interview with an IT with facilitating instruction and a working knowledge of the Internet, web
department coordinator sites, and tools for distance communication.
with IT associate directors
oversite. Teachers have moderate to advanced computer skills such as email,
One interview with the uploading documents, and gathering and using online educational
Teaching Quality resources.
department.
4 Adobe Synchronous Teachers have a basic understanding of the synchronous session: its
Session Best Practices purpose and software used to facilitate it.
observations.
Survey Data
One survey designed for
teachers.
administration, IT, and
supervisors.
2. Prior knowledge of topic Interviews, Teachers have a basic to moderate understanding of what a synchronous
area Observations, and session is and how to use Adobe Connect to facilitate a synchronous
Survey Data session.
Same as above They may have partial knowledge in best practices for instruction, in the
different layout designs, in the different pods and their functions. They
may have misconceptions about the availability of tools and options for
delivering an engaging session.
3. Attitudes toward content Interviews, Teachers are required to conduct at least one synchronous session a week.
Observations, and Many teachers are troubled by low student attendance to these sessions.
Survey Data Teachers seek the best tools and practices for conducting sessions.
Same as above Teachers seek additional training for tips on how to use Adobe Connect
more effectively and efficiently.
4. Attitudes toward potential Interviews, Teachers have experience learning through online video. They work
delivery system Observations, and asynchronously and appreciate being able to work at their own pace
Survey Data through the content.
Same as above
5. Motivation for instruction Interviews, Teachers are employed as adjuncts, part-time, and full-time teachers. Full
Observations, and time teachers will be more motivated to complete training, whereas
Survey Data adjuncts and part-time teachers may be less motivated since their position
Same as above at GAVS is not their primary form of employment. Teachers will find the
instruction relevant to their job. Teachers can use their weekly sessions to
complete training, which should increase their confidence and satisfaction.
6. Educational and ability Interviews, All teachers hold Georgia Teaching Certificates, and many hold advanced
levels Observations, and degrees. All teachers received training specific to online teaching. However,
Survey Data their backgrounds are from a variety of disciplines and content areas.
Same as above
7. General learning Interviews, Virtual teachers appreciate training that is just in time, asynchronous,
preferences Observations, and and performance based. Teachers seek training experiences where they can
Survey Data learn strategies to use in their classrooms immediately. Video
Same as above demonstrations and followed by opportunities to practice are valued.
8. Attitudes toward training Interviews, Training is offered by GAVS, and most teachers have a positive opinion of
organization Observations, and the school. The administration creates a supportive environment.
Survey Data
Same as above
9. General group Interviews, Heterogeneity:
characteristics Observations, and Teachers are heterogeneous in that they come from a variety of geographic
Survey Data locations, local schools, curriculum areas, and educational experience.
Same as above The training will be available to all GAVS employees. The training is
asynchronous at first, although cohorts may develop later.
Performance Context Analysis

Information Categories Data Sources Performance Site Characteristics
1. Managerial/ Interviews and Training is asynchronous and learner-paced with limited supervision
Supervisory support Observations from administration. IT personal are available through email to field
One interview with an IT individual questions about the training .A discussion forum and FAQ
department coordinator section will also provide support.
with IT associate directors Training assessments are included in teachers ePortfolios, which
oversite. administration reviews at the end of every semester.
One interview with the The training extrinsically motivates teachers because administration will
Teaching Quality award online badges through Credly upon completion of the three
department. objectives.
4 Adobe Synchronous The training intrinsically motivates learners because those who complete
Session Best Practices training will be more confident in conducting synchronous sessions.
observations.
Survey Data
teachers.
supervisors.
2. Physical aspects of site Interviews, Facilities/Equipment Teachers perform synchronous sessions using
Observations, and Adobe Connect, to which every teacher has access prior, during, and after
Survey Data training.
Same as above Resources Teachers have access to training videos and documents after
training, and also Adobe Connects help page and video library.
Timing Synchronous sessions should be hosted by the teacher weekly
for one hour. Planning for the session depends on activities; however, the
initial setting-up of separate layouts and pods will take additional time.
After each session, the process of saving and linking the synchronous
session should be less than ten minutes.
3. Social aspects of site Interviews, Supervision during a synchronous session is limited. Teachers may invite
Observations, and IT or administration to the Adobe office space. Although teachers may
Survey Data share recorded synchronous sessions with IT, administration, or other
Same as above teachers, it is not general practice.
Although teachers do share resources to use during synchronous
sessions, teachers rarely join another teachers synchronous session.
Interaction between teachers during a session is rare.
Teachers proficient in Adobe Connect and conducting synchronous
sessions are sometimes invited to share during professional
development. Email newsletters also share screenshots of teachers using
skills effectively.
4. Relevance of skills to Interviews, The training meets the needs identified in the surveys and observations
workplace Observations, and by providing a systematic approach to setting-up, conducting, and saving
Survey Data synchronous sessions. The training addresses the specific needs for
Same as above formal training on Adobe Connect tools and instructional practices.
Upon completion of the training, the teachers will be able to conduct
more effective synchronous sessions using best teaching practices and
more tools. Also, the separate layout template design encourages
teachers to use more variety in their sessions.
Learning Context Analysis

Information Categories Data Sources Learning Site Characteristics
1. Number/Nature of sites Interviews and Resources
Observations Teachers have access to Adobe Connect through the employer.
One interview with an IT Teachers have access to the GAVS Instructional webpage, which will hold
department coordinator the training module.
with IT associate directors Constraints
oversite. Since the training is delivered through video demonstrations and
One interview with the simulations, the availability of fast, reliable Internet may create
Teaching Quality constraints.
department.
4 Adobe Synchronous
Session Best Practices
observations.
Survey Data
teachers.
supervisors.
2. Site compatibility with Interviews, Instructional strategies: The instructional site can host training videos,
instructional needs Observations, and instructions, and assessments.
Survey Data Delivery approaches: The instructional site already hosts training
Same as above video, so there is evidence that the site is compatible with the delivery
approach of online videos.
Time: The asynchronous training will not create any time constraints.
Personnel: Lead teachers identified by Teacher Quality can provide
assistance as well as the IT department.
3. Site compatibility with Interviews, Teachers will need the training as they prepare for their weekly
learner needs Observations, and synchronous sessions. Hosting the training module on the Instructional
Survey Data site should make the training easily accessible and navigable.
Same as above
4. Feasibility for simulating Interviews, Since the training will be delivered online using much of Adobe Connect
workplace Observations, and for assessment, it should simulate the workplace well.
Survey Data
Same as above
Performance Objectives and Test Items

Instructional Goal #1: Using multiple pods and layouts, teachers will prepare for a
synchronous session by uploading instructional content and organizing the content,
including audio files, video files, PowerPoint presentations, websites, directions, and chat
boxes.
Steps Matching Performance objective Test Item
1. Log in to Adobe Connect When given the username and password, log in to Performance checklist #1
using the username and Adobe Connect's user Meeting List.
password
2. Upload files from the When setting up the Adobe Connect meeting space, Performance checklist #1
computer to the Content create and organize media folders to store audio,
Folder. image, and video files.
2.1 List acceptable file formats When given the categories documents, audio, image, Formative Interactive Assessment located on the
for Adobe Connect. and video, name the acceptable file formats for each website.
(at least one of each).
Categorize the following file formats by dragging
and dropping the file extension tiles.
Categories: documents, audio, image, and video
File Extensions: .pdf, .ppt/pptx, .swf, .flv, .jpeg,

.gif, .png, .mp3, .mp4, .f4v
2.2 Develop an organizational When given the folder My Content, create separate ePortfolio reflection:
system for storing audio files, folders for audio files, video files, presentations, and
Describe your organizational system for audio
video files, presentations, and pictures.
files, video files, presentations, and pictures in
pictures.
your "My Content" folder in Adobe Connect.
What file types did you upload the most? What
might this say about your teaching style?
2.3 Upload files from the From within My Content, upload at least one file for Performance Checklist #1
computer by clicking "New each content folder.
Content" from within each
folder.
2.4 Locate the Content Folder When given the Meeting List page, locate and open Formative Interactive Assessment located on the
within the user meeting page. each folder: My Content, Assorted Resources for All, website.
and subject area folders.
1. Which letter in the screenshot shows
where you click to access the "My Content"
folder?

where you click to access "Assorted Resources for
All"?
3. Access the Adobe Office by From within the Meeting List, locate the Office and Performance Checklist #1
clicking the url in the "Meeting click on the hyperlink to user's office.
Information" page.
4. Create, copy, and manage When setting up the Adobe Connect meeting space, Performance Checklist #1
layouts to facilitate instruction. user creates at least five separate layouts (Welcome,
Lecture, Discussion, Demonstration, and
Review/Practice) with their respective pods. User can
navigate between layouts.
4.1 List the different layout When given a screenshot of any layout, the learner Formative Interactive Assessment located on the
templates and pods within identifies the layout template and its pods. website.
each.
1. Identify the layout in the screenshot.
2. What pods are available in that layout?

Check all the available pods.
4.2 Describe the function of When given a list of layouts, the learner describes the Formative Interactive Assessment located on the
the different suggested layout function of each. website.
templates.
1. For each layout below, describe its
function.
4.3 Match the different types When given a list of layouts, the learner names at least Formative Interactive Assessment located on the
of layout designs with the three instructional activities associated with each website.
instructional activities layout.
associated with each: 1. For each layout named below, list three
Welcome, Lecture, Discussion, instructional activities.
Demonstration, and
Review/Practice.
4.4 Determine whether layouts When given an example office, the user lists which Formative Interactive Assessment located on the
need to be added. layouts, if any, should be added, removed, or renamed. website.
1. The screenshot above is of a

[Discussion] layout. Which pods are missing
according to the Discussion layout template?
Check all that are missing.
5. Create, copy, and manage When setting up the Adobe Connect meeting space, Performance Checklist #1
pods in each layout. the user duplicates existing layouts and creates new
layouts to match the suggested layout design. Rename
new layouts to match the suggested layout design.
5.1 Decide whether to create a When given an existing layout design, identify whether Formative Interactive Assessment located on the
new layout or duplicate an the pods are identical to another layout design. website.
existing layout.
1. Compare the two layout designs. Can
you duplicate one instead of building
a new one?
5.2 Select Create a new blank When given an example layout, the user creates a new Formative Interactive Assessment located on the
layout, or select Duplicate an layout template by either creating new layout or website.
existing layout. duplicating an existing layout. The new layout should
1. What are two ways of creating a new
have a new name.
layout in Adobe Connect?
5.3 Then rename the new When given a new layout, the user renames the layout Formative Interactive Assessment located on the
layout. to match the layout template design. website.
1. Students can view the layout names when
they watch recorded synchronous
sessions. What might be the benefit of
having descriptive names?
6. Determine which pods to When given a layout design name, the user selects Performance Checklist #1
add to the layout. from a list all the pods to add.
6.1 List the different pods and When given a screenshot of any pod, the learner Formative Interactive Assessment located on the
tools within each pod. identifies the pod and its tools. website.
1. Identify the pod in the screenshot.
2. What tools are available in that pod?

Check all the available tools.
6.2 Describe the function of When given a list of pods, the learner describes the Formative Interactive Assessment located on the
the different pods available in function of each, including how to resize, add, and website.
Adobe Connect. delete pods.
1. For each pod below, describe its
function.
2. What can you do when a pod
disappears?
6.3 Match the different types When given a list of layouts, the learner names at least Formative Interactive Assessment located on the
of layout designs with the pods three pods associated with each layout. website.
associated with each:
1. For each layout named below, list three
Welcome, Lecture, Discussion,
pods that should be present.
Demonstration, and
Review/Practice.
7. Access the Resources for All When given a name of a Shared Resource, the user Performance Checklist #1
folder to upload additional access the Resources for All folder to locate and add
pods. the named Shared Resource.
7.1 Describe a variety of When given an instructional task, the user describes Formative Interactive Assessment located on the
instructional uses for the how the Online Stopwatch improves instruction. website.
Online Stopwatch.
1. When might you use the Online
Stopwatch? Check all that apply.
7.2 Upload the Online When given an instructional purpose, the users Performance Checklist #1
stopwatch to facilitate uploads the Online stopwatch to facilitate instruction.
instruction.
8. Exit Adobe Connect When the office is set-up, the user exits. Performance Checklist #1
Goal #1Using multiple pods Terminal Objective Upon completion of this goal, the learner will
and layouts, teachers will include a completed Performance Checklist #1 in
When given access to the Adobe Connect meeting
prepare for a synchronous the ePortfolio as a learning artifact and compose a
space and when given Adobe Connect training videos,
session by uploading reflection on the learning process.
set up and personalize the meeting space with five
instructional content and
separate layouts each with pods to facilitate Optional ePortfolio reflections or discussion
organizing the content,
instruction and communication. Resources in My board contributions may also be included in the
including audio files, video
Content are organized for easy access and contain at ePortfolio as evidence of learning.
files, PowerPoint
least two files.
presentations, websites,
directions, and chat boxes.
Instructional Goal #2: Using multiple pods and layouts, teachers will conduct an
organized and student-friendly synchronous session with the following spaces and times:
welcome, lecture, discussion, demonstration, and review/practice.
1. Record the meeting. During a synchronous session, begin recording, even if Performance Checklist #2
zero students are in attendance.
1.1 List the tools and their When shown the menu, list the tools and their Formative Interactive Assessment located on the
functions in the meeting tool functions under each menu item. website.
bar.
where you click to "Enable Presenter Only
Area"?

where you click to "Enable Microphone rights for
participants"?

where you click to view the active pods in the
breakout rooms?
1.2 Navigate the Adobe When in Adobe Connect's Office, list the steps to record Performance Checklist #2
Connect Office tool bar to the meeting.
record the meeting.
2. Conduct a sound check and During a synchronous session, conduct an audio/video Performance Checklist #2
trouble-shoot host, presenter, check and trouble-shoot audio/video problems.
and host common audio/video
problems.
2.1 Describe how to enable While viewing Adobe Connect's Office, describe how to Formative Interactive Assessment located on the
microphone rights for Which letters in the screenshot shows where you click website.
participants. to enable microphone rights for participants?
1. Which letters in the screenshot shows
where you click to enable microphone rights for
participants?
2.2. Describe the audio/video While viewing Adobe Connect's Office, describe the Formative Interactive Assessment located on the
set up process for hosts, audio set up process for hosts, presenters, and website.
presenters, and participants. participants.
1. For which roles does the host enable
microphone rights? Check all that apply.
2.3 Identify strategies for When presented with a list of strategies, identify 2-3 Formative Interactive Assessment located on the
checking audio/video. ways to check audio/video quality. website.
1. How can you check the audio/video

quality during a meeting? Check all that
apply.
2.4 List common audio/ video When presented with a list of technology problems, Formative Interactive Assessment located on the
problems. identify 2-3 common audio/video problems. website.
1. What are the most common audio/video

problems? Check all that apply.
2.5 Match solutions to When given a list of common audio problem and Formative Interactive Assessment located on the
common audio problems. solutions, match each problem with an appropriate website.
solution.
Match an appropriate solution for each common
audio problem.
2.6 Prescribe solutions for a When given a specific audio/video problem, offer a Formative Interactive Assessment located on the
variety of audio/video solution in student-friendly language. website.
problems.
1. Read the description of a students
problem with audio/video. Which of the
following offers a correct solution while
using student friendly language?
2.7 Describe processes to fix When given a list of common audio/video problems, Formative Interactive Assessment located on the
common audio/video describe the process to fix 75% of the problems. website.
problems.
Match the audio/video problem with the correct

trouble-shooting process.
2.8 Trouble-shoot participant, When shown a list of Adobe Connect roles, identify the Formative Interactive Assessment located on the
presenter or host audio/video common audio/video problems that may occur for website.
problems. each.
1. Which audio/video problem is most

likely to occur for the host?

likely to occur for a presenter?

likely to occur for a participant?
3. Begin instruction with a During a synchronous session, begin instruction with Performance Checklist #2
welcome message, the agenda, each of the following: a welcome message, an agenda,
and music or video from the and music or video.
uploaded content folder.
4. Review the warm-up activity During a synchronous session, review a warm-up Performance Checklist #2
or ice-breaker. activity or ice-breaker activity.
4.1 and 4.2 List and describe a From memory, list and describe at least two warm-up ePortfolio prompt #2
variety of warm-up activities activities for synchronous sessions.
What are two interesting and engaging warm-up
for synchronous sessions.
activities you conducted in Adobe Connect?
Which pod or pods did you use? How engaged
were students? What would you do differently
next time? Please provide screenshots of each of
the activities.
4.3 Match pod functions with When given a list of warm-up activities, match which Formative Interactive Assessment located on the
warm-up activities. pods and tools would facilitate each activity. website.
1. For each warm-up activity, list which pod and

tools you could use.
4.4 and 4.5 List and describe a From memory, list and describe at least two ice-breaker ePortfolio prompt #3
variety of ice-breaker activities.
What are two ice-breaker activities you
activities.
conducted in Adobe Connect? Which pod or
pods did you use? How engaged were students?
What would you do differently next time? Please
provide screenshots of each of the activities.
4.6 Match pod functions with When given a list of ice-breaker activities, match which Formative Interactive Assessment located on the
ice-breaker activities. pods and tools would facilitate each activity. website.
1. For each ice-breaker activity, list which

pod and tools you could use.
5. Conduct a mini-lesson During a synchronous session, conduct a mini-lesson Performance Checklist #2

lecture with distributed lecture with distributed practice in the lecture layout.
practice in the lecture layout.
5.1 Define the duration of a From memory, define a mini-lesson and its duration. Formative Interactive Assessment located on the
mini-lesson. website.
Check all of the choices that accurately describe
a mini-lesson.
5.2 Identify appropriate From a list of technology options and pods, identify Formative Interactive Assessment located on the
technology used to conduct a appropriate technology to facilitate a mini-lesson. website.
mini-lesson, including voice-
1. Which of the following tools and
over-lecture,
technology could you use to facilitate a mini-
simulation/demonstration,
lesson?
and video.
5.3 Describe a variety of mini- From memory, list and describe at least two mini- ePortfolio prompt #4
lesson formats. lesson formats.
What are two separate mini-lessons formats you
conducted in Adobe Connect? Which pods and
which technology did you use? How engaged
the mini-lessons.
5.4 Define rules for when to From memory, list rules for when to implement Formative Interactive Assessment located on the
implement distributed distributed practice, including frequency and student website.
practice. readiness.
1. Check all of the choices that accurately
describe a when to implement distributed
practice.
5.5 Identify pods to facilitate When given a list of pods and tools, identify which tools Formative Interactive Assessment located on the
distributed practice. facilitate distributed practice. website.

technology could you use for distributed
practice?
5.6 Describe a variety of When given a pod, describe a method of distributed Formative Interactive Assessment located on the
distributed practice methods. practice appropriate for that pod. website.

technology could you use to facilitate distributive
practice?
6. Facilitate student-led During a synchronous session, conduct a student-led Performance Checklist #2

discussion in the discussion discussion in the discussion layout.
layout.
6.1 Describe a variety of From memory, list and describe at least two methods ePortfolio prompt #5
methods for facilitating for facilitating student discussions.
student discussions.
What are two separate methods for facilitating
student discussions you conducted in Adobe
Connect? Which pods and which technology did
you use? How engaged were students? What
would you do differently next time? Please
provide screenshots of each of the student
discussions. (Remember to remove students'
names to adhere to FERPA guidelines.)
6.2 Match methods for When given a list of pods and tools, identify which tools Formative Interactive Assessment located on the
facilitating student discussions facilitate student discussions effectively. website.
with the available pods.
Which of the following tools could you use to

facilitate student discussions?
6.3 Choose appropriate pods When given a method for facilitating student Performance Checklist #2
to facilitate student discussion. discussions, describe which pods and tools would
conduct the discussion.
7. Model instruction or an During a synchronous session, model instruction or an Performance Checklist #2
assignment in the assignment in the demonstration layout.
demonstration layout.
7.1 Determine whether When given an assignment description, list at least two ePortfolio prompt #6
students are ready for practice formative assessments or observations a teacher might
What are two separate formative assessments
by using formative conduct to test for student readiness.
you conducted in Adobe Connect? Which pods
assessments and observations.
and which technology did you use? How engaged
the student discussions. (Remember to remove
students' names to adhere to FERPA guidelines.)
7.2 List the privileges When given a list of privileges, identify which are Formative Interactive Assessment located on the
associated with each role: host, associated with each role: host, presenter, and website.
presenter, and participant. participant.
1. Which of the following privileges does
a host have? Check all that apply.
2. Which of the following privileges does

a presenter have? Check all that apply.
Which of the following privileges does a

participant have? Check all that apply.
7.3 Describe how to move a When given an example office, locate where to change Formative Interactive Assessment located on the
participant to a presenter role. the participant status. website.
1. Using the screenshot, identify which

letter matches where you click to change
the participant status.
7.4 Enable the student to During a synchronous session, perform the proper Performance Checklist #2
screen-share examples or procedure for enabling the student to screen-share,
practice by giving the student including making the student a presenter.
a presenter role.
8. Use the whiteboard to During a synchronous session, operate the whiteboard Performance Checklist #2
model instruction. to model instruction.
9. Review material and During a synchronous session, review material or Performance Checklist #2
provide opportunities for provide practice using pods and strategies in the
practice using pods and review/practice layout.
matching review and practice
strategies.
9.1 Describe a variety of From memory, list and describe at least two methods ePortfolio prompt #7
methods for facilitating for facilitating practice and review.
What are two separate methods for facilitating
practice and review.
practice and review you conducted in Adobe
Connect? Which pods and which technology did
you use? How engaged were students? What
would you do differently next time? Please
provide screenshots of each of the student
discussions.
9.2 Match methods for When given a list of pods and tools, identify which tools Formative Interactive Assessment located on the
facilitating review and practice facilitate review and practice. website.
with the available pods.
technology could you use to facilitate review and
practice?
9.3 Choose appropriate pods When given a method for facilitating review and Formative Interactive Assessment located on the
to facilitate review and practice, describe which pods and tools facilitate review website.
practice. and practice.
Which would be the best pod and set of tools for

____ review/practice activity?
10. End the meeting with During a synchronous session, end the meeting with Performance Checklist #2
extension or remediation either an extension or remediation opportunity.
opportunities.
Instructional Goal #2Using When given an Adobe Connect meeting space with the Upon completion of this goal, the learner will
multiple pods and layouts, appropriate layouts and pods set up, conduct and include a completed Performance Checklist #2 in
teachers will conduct an organized and student-friendly synchronous session the ePortfolio as a learning artifact and compose
organized and student-friendly with a welcome message, warm-up or icebreaker, mini- a reflection on the learning process.
synchronous session with the lecture, student discussion, demonstration, and
Optional ePortfolio reflections or discussion
following spaces and times: practice or review.
board contributions may also be included in the
welcome, lecture, discussion,
ePortfolio as evidence of learning.
demonstration, and
review/practice.
Instructional Goal #3: By using the Adobe Connect recording tools, teachers will
capture the synchronous session to share on their course homepage.
1. At the beginning of a From within the Adobe Connect Office, record a Performance Checklist #3
meeting, click "Record meeting.
Meeting"
2. Title the meeting. From within the Adobe Connect Office, provide a title Performance Checklist #3
for the meeting. The title should describe the
meeting's topic.
3. During the meeting, From memory, list 2-3 instances when a teacher Formative Interactive Assessment located on the
determine whether the content should pause the recording. website.
will benefit absent students.
1. When might a teacher choose to pause
the recording? List 2-3 reasons.
3.1 Pause recording. During a synchronous session, demonstrate the Performance Checklist #3
process to pause the recording and then continue
recording.
4. At the end of the meeting, During a synchronous session, demonstrate the Performance Checklist #3
stop recording. process to stop recording.
5. Save chat transcript if it is After a synchronous session, choose to save a chat Performance Checklist #3
valuable for further transcript from Adobe Connect for additional
instruction. instructional purposes.
5.1 List the uses of having a From memory, list 2-3 uses for a chat transcript. Formative Interactive Assessment located on the
chat transcript. website.
1. What are some ways a teacher could use

the chat transcript in Adobe Connect? Check all
that apply.
5.2 Determine whether the When given an example transcript, identify its Formative Interactive Assessment located on the
chat transcript is necessary. instructional value. website.
1. Skim the example transcript. How could

a teacher use this transcript to guide instruction?
5.3 Email the transcript by After a synchronous session, demonstrate the process Performance Checklist #3
clicking the drop down menu to email a transcript and produce a copy of the
and clicking "Email emailed transcript.
Transcript"
6. Clear chat history From within the Adobe Connect Office, locate where Performance Checklist #3
to clear the chat history.
7. Open Adobe Connects After a synchronous session, access the Adobe Performance Checklist #3
meeting page in the browser. Connect meeting page in the browser.
8. Locate the meeting under From Adobe Connect's Meeting List, locate the most Performance Checklist #3
"Recordings" recently recorded meeting.
8.1 Access attendance under When shown the Recordings screen, produce an Formative Interactive Assessment located on the
"Reports." attendance report for the most recently recorded website.
meeting.
where you click to find and produce an attendance
report?
8.2 Click "Make FLV" under When shown the Recordings screen, produce a Formative Interactive Assessment located on the
Actions. downloaded video file of a recorded meeting. website.

where you click to find and download a video file
of the meeting?
8.3 Click "Edit Recording" to When given an example recorded meeting, use the Performance Checklist #3
access editing tools to select editing tools to cut large gaps of silence and blank
sections to cut. screens.
9. Change the recording's When shown the Recordings screen, demonstrate the Performance Checklist #3
access from private to public. process for changing a recorded meeting's access from
private to public.
10. Click the recording title to When shown the Recordings screen, demonstrate the Performance Checklist #3
copy the url. process for accessing the url to a single recorded
meeting and copying the url.
11. Add meeting url to "Links" When given the Brightspace Class homepage, Performance Checklist #3
tab from the course homepage. demonstrate the process for adding the link to the list
of recorded synchronous sessions.
Instructional Goal #3By After having conducted a synchronous session, Upon completion of this goal, the learner will
using the Adobe Connect demonstrate how to capture, edit, and share the include a completed Performance Checklist #2 in
recording tools, teachers will session. the ePortfolio as a learning artifact and compose a
capture the synchronous reflection on the learning process.
session to share on their
Optional ePortfolio reflections or discussion
course homepage.
board contributions may also be included in the
ePortfolio as evidence of learning.
Assessment Instruments
Entry Level Skills Test: Initial employee training includes training on Adobe Connect and addresses the entry level
skills for this training.
Pretest: Each performance checklist may be given as a pretest or used by a supervisor to determine whether
training is necessary.
Formative Assessments: Throughout training, formative assessments are included within the training videos. Also,
an active discussion board and ePortfolio reflection prompts invite learners to reflect on the training.
Posttest: Upon completion of each goal, learners self-assess their learning with a performance checklist. Mastery of
training is demonstrated by including three completed checklists in the ePortfolio.
Instructional Strategy
Overview
The training is self-paced and asynchronous. Learners are encouraged to collaborate and communicate with
others completing the training. Training is available on a single website, and each unit and lesson will have a separate
subpage for easy navigation.
Preinstructional Activities: When training first becomes available, a formal presentation may be made during a
faculty meeting or in a professional development meeting. Depending on need, these may reoccur. Instructional videos
and demonstrations at the beginning of training and at the beginning of each unit appeal to learners intrinsic motivation.
These videos also show the learner that the training is relevant and link to prior knowledge.
Content Presentation:
Each unit page will contain
o The unit title, which is a simplified version of the objective
o A motivational video that highlights the advantages of the units training and previews the skills and
knowledge learned.
o A written list of simplified performance objectives
o A pretest self-assessment to both recall prerequisite skills and to evaluate the units performance objectives
o A formative assessment performance checklist for the learner to use as self-assessment and as an ePortfolio
entry
Each lesson page will contain
o A lesson title
o A written list of simplified performance objectives
o Video content*
o Links to written content*
o Interactive learning objects*
o ePortfolio prompts*
o Discussion board prompts*
o Method of assessment and follow-through
*when applicable
Additionally, each lesson page orders information sequentially to guide learners. Links to external resources are
available, and training consultants email is available.
Learner Participation: Formative assessment in the videos and learning objects provide practice opportunities and
immediate feedback. Learners have access to their own Adobe Connect office and meeting page to rehearse the training.
OneNote discussion board provides opportunities for learners to engage with the learning community and informal
feedback.
Assessment: Performance checklists provide a list of criteria for self-evaluation.
Follow-through activities: The training provides promotes transfer by using performance checklists and the
ePortfolio for reflection. The training is always available for reference after learners complete the training.
Instructional Goal Steps and Clusters

Unit Title and Learning Objective Unit Lessons Titles and Objectives
Unit 1: Setting up your office with files and layout 1. Accessing the Office (1, 3, 8)
templates (Learning objective 1) 2. File Formats (2.1, 2.2)
3. Organizing and Uploading Content (2.3, 2.4,)
4. Layout templates (4, 5)
5. Pod functions (6)
6. Accessing the share folder (7)
Unit 2: Facilitating an interactive and engaging 1 Starting the meeting (1, 2.1, 2.2)
synchronous session (Learning objective 2) 2 Conducting a sound check and enabling audio rights (2.3, 2.4, 2.5)
3 Trouble-shooting audio and video problems (2.1, 2.2, 2.6, 2.7, 2.8)
4 Welcoming students (3)
5 Warm-ups and Ice-breakers (4)
6 Mini-lesson formats with distributive practice (5)
7 Facilitating student-led discussions (6)
8 Enabling student presentations and demonstrations (7)
9 Modeling instruction using the whiteboard (8)
10 Review and Practice (9)
11 Closing with extension and remediation (10)
Unit 3: Recording, editing, and saving your 1 Recording, pausing, and stopping your synchronous session (1,2,3, 4)
synchronous session (Learning objective 3) 2 Why and how to keep a chat transcript (5, 6)
3 Finding, saving, and editing the recording (8)
4 Linking your synchronous session (9, 10, 11)
Unit 1: Setting up your office with files and layout templates (Learning objective 1)
Learning Components Sample Considerations for Instructional Strategy for Unit 1, Learning objective 1
each Component
Preinstructional activities Provide motivation: Introduction video shows testimonials and/or examples of teachers
Confidence, relevance, using separate layouts and using different media files
Inform learner of objectives Simplified list of objectives on unit page

Link new knowledge to prior Pretest self-assessment
information
Content Presentation Content is sequenced by 1. Accessing the Office (1, 3, 8)
hierarchical skills and process 2. File Formats (2.1, 2.2)
3. Organizing and Uploading Content (2.3, 2.4,)
4. Layout templates and (4, 5)
5. Pod functions (6)
6. Accessing the share folder (7)
Learner guidance Each lesson page orders information sequentially.

Links to external resources available
Training consultants email is available
Links to OneNote discussion available
Learner participation Formative Assessment Videos include multiple choice questions for participants to practice
verbal and intellectual skills.
Interactive learning objects provide self-assessment opportunities
Learners have access to their own office to rehearse the skills
Feedback Videos and learning objects provide feedback

OneNote discussion board provides opportunities for learners to engage
with the learning community and informal feedback
Assessment Pretest Unit page offers pretest for self-assessment
Posttest Performance Checklist #1

Follow-through activities Promote transfer At the end of unit, learners are instructed to use the performance
checklist to set up their own office.
Consider job aid requirements Learners have access to training videos at any time
Reflection Learners can use the performance checklist, ePortfolio prompts, and/or
discussion board posts as ePortfolio submissions
Unit 1 Lessons: Content Presentation, Learner Participation, and Assessment
Learning Components Sample Considerations Instructional Strategy for Lesson 1 (steps 1, 3, 8)
for each Component
Content presentation Video Adobe Basics Tutorial Video introduces logging in to the office, the
meeting space, and exiting the office space.
Learner participation Formative Assessment After the video, learners rehearse the skills using their own office.
Learning Components Sample Considerations Instructional Strategy for Lesson 2 (steps 2.1, 2.2)
for each Component
Content presentation Text File formats presentation or text
Link to Adobe Connect website
Learner participation Formative Assessment and Formative Interactive Assessment
Feedback 1. Categorize the following file formats by dragging and dropping
the file extension tiles.
Categories: documents, audio, image, and video
File Extensions: .pdf, .ppt/pptx, .swf, .flv, .jpeg, .gif, .png, .mp3,
.mp4, .f4v
After completing the interactive assessment questions, the learner

submits the answers, and the learning object checks the work.
Learning Components Sample Considerations Instructional Strategy for Lesson 3 (steps 2.3, 2.4,)
for each Component
Content presentation Video Uploading Content Tutorial
Learner participation Formative Assessment & Formative Interactive Assessment located on the website.
Feedback 1. Which letter in the screenshot shows where you click to
access the "My Content" folder?
2. Which letter in the screenshot shows where you click to
access "Assorted Resources for All"?

Assessment ePortfolio reflection ePortfolio prompt #1:
Describe your organizational system for audio files, video files,
presentations, and pictures in your "My Content" folder in Adobe
Connect. What file types did you upload the most? What might this
say about your teaching style?
Learning Components Sample Considerations Instructional Strategy for Lesson 4 (steps 4, 5)
for each Component
Content presentation Video Creating, naming and duplicating layouts tutorial
Layout template video montage
Text Layout template design overview: details the five different layout
designs (warm-up/ ice-breaker, mini-lesson, discussion,
demonstration, and review/practice)
Over view of instructional activities associated with each layout (and

examples)
Learner participation Formative Assessment & Formative Interactive Assessment located on the website
Feedback 1. Identify the layout in the screenshot.
2. What pods are available in that layout? Check all the available pods.
3. For each layout below, describe its function.
4. For each layout named below, list three instructional activities.
5. The screenshot above is of a [Discussion] layout. Which pods are
missing according to the Discussion layout template? Check all that
are missing.
6. Compare the two layout designs. Can you duplicate one instead of
building a new one?
7. What are two ways of creating a new layout in Adobe Connect?

Discussion Board Topic Students can view the layout names when they watch recorded
synchronous sessions. What might be the benefit of having descriptive
names?
Learning Components Sample Considerations Instructional Strategy for Lesson 5 (step 6)
for each Component
Content presentation Video Locating pods and pod functions tutorial
Pod functionality (pods in action) montage
Text Chart of pods and their functionality and tools
Feedback 1. Identify the pod in the screenshot.
2. What tools are available in that pod? Check all the available tools.
3. For each pod below, describe its function
4. For each layout named below, list three pods that should be
present.

for each Component
Content presentation Video Accessing resources for all with Online Stopwatch tutorial
Review 1. When might you use the Online Stopwatch? Check all that
apply.

Discussion Board Topic What are some other useful tools in the Resources for All?
Unit 2: Facilitating an interactive and engaging synchronous session (Learning objective 2)

Learning Components Sample Considerations for Instructional Strategy for Unit 2, Learning objective 2
each Component

information
Content presentation Content is sequenced by 1. Starting the meeting (1, 2.1, 2.2)
hierarchical skills and process 2. Conducting a sound check and enabling audio rights (2.3, 2.4,
2.5)
3. Trouble-shooting audio and video problems (2.1, 2.2, 2.6, 2.7,
2.8)
4. Welcoming students (3)
5. Warm-ups and Ice-breakers (4)
6. Mini-lesson formats with distributive practice (5)
7. Facilitating student-led discussions (6)
8. Enabling student presentations and demonstrations (7)
9. Modeling instruction using the whiteboard (8)
10. Review and Practice (9)
11. Closing with extension and remediation (10)

Learner participation Formative Assessment Videos include multiple choice questions for formative assessment
Feedback Videos and learning objects provide feedback

OneNote discussion board provides opportunities for learners to engage


Learning Components Sample Considerations Instructional Strategy for Lesson 1 (steps 1, 2.1, 2.2)
for each Component
Content presentation Video Recording and audio set-up tutorial
Loading and playing video files tutorial
Feedback 1. Which letter in the screenshot shows where you click to "Enable
Presenter Only Area"?
2. Which letter in the screenshot shows where you click to "Enable
Microphone rights for participants"?
3. Which letter in the screenshot shows where you click to view the
active pods in the breakout rooms?
4. Which letters in the screenshot shows where you click to enable
microphone rights for participants?
5. For which roles does the host enable microphone rights? Check all
that apply.

submits the answers, and the learning object checks the work
Learning Components Sample Considerations Instructional Strategy for Lesson 2 (steps 2.3, 2.4, 2.5)
for each Component
Content presentation Video Common audio / video problems montage
Fixing common audio / video problems trouble-shooting
Text Common audio / video problems

Link to Adobe Connect FAQ page about audio/video
Learner participation Formative Assessment & Formative Interactive Assessment

Feedback 1. How can you check the audio/video quality during a meeting?
Check all that apply.
2. What are the most common audio/video problems? Check all
that apply.
3. Match an appropriate solution for each common audio
problem.

Learning Components Sample Considerations Instructional Strategy for Lesson 3 (steps 2.1, 2.2, 2.6, 2.7,
for each Component 2.8,)
Content presentation Video Fixing common audio / video problems tutorial
Text Chart or flowchart of if/then scenarios for audio and video
Feedback 1. Read the description of a students problem with
audio/video. Which of the following offers a correct
solution while using student friendly language?
2. Match the audio/video problem with the correct trouble-
shooting process.
3. Which audio/video problem is most likely to occur for the
host?
4. Which audio/video problem is most likely to occur for a
presenter?
5. Which audio/video problem is most likely to occur for a
participant?


for each Component
Content presentation Video Welcome pages montage
Text Blog post or research about making a student-friendly welcome page.

Welcome page checklist: welcome message, agenda, music/video.
Learner participation Formative Assessment Learners should set-up and personalize their welcome layout.
Discussion Board Topic What are some ways of making your meeting space student-friendly?
for each Component
Content presentation Video Warm-up and ice-breaker montage
Text Warm-up and ice-breaker best practices (strategies that work best
online)
Feedback 1. For each warm-up activity, list which pod and tools you could
use.
2. For each ice-breaker activity, list which pod and tools you
could use.

Assessment ePorfolio reflection ePortfolio prompt #2
What are two interesting and engaging warm-up activities you
conducted in Adobe Connect? Which pod or pods did you use? How
engaged were students? What would you do differently next time?
Please provide screenshots of each of the activities
ePortfolio prompt #3
What are two ice-breaker activities you conducted in Adobe Connect?
Which pod or pods did you use? How engaged were students? What
would you do differently next time? Please provide screenshots of
each of the activities.
for each Component
Content presentation Video Delivering mini-lessons montage
Distributive practice pods in action montage
Text Definition and characteristics of mini-lesson

List and examples of mini-lesson best practices
Definition and characteristics of distributive practice
List and descriptions of distributive practice best practices
Review
1. Check all of the choices that accurately describe a mini-lesson.
2. Which of the following tools and technology could you use to
facilitate a mini-lesson?
3. Check all of the choices that accurately describe a when to
implement distributed practice.
4. Which of the following tools and technology could you use for
distributed practice?
5. Which of the following tools and technology could you use to
facilitate distributive practice?

Assessment ePortfolio reflection ePortfolio prompt #4
What are two separate mini-lessons formats you conducted in Adobe
Connect? Which pods and which technology did you use? How
Please provide screenshots of each of the mini-lessons.
for each Component
Content presentation Video Facilitating student-led discussions tutorial
Break-out rooms tutorial
Student-led discussions montage
Text Strategies for facilitating student-led discussions

List of need to know information about breakout rooms.
Review
Which of the following tools could you use to facilitate student
discussions? Check all that apply.

What are some strategies you have tried or want to try? Which pods
were used to facilitate the discussion?
Discussion Board Topic
What are two separate methods for facilitating student discussions
you conducted in Adobe Connect? Which pods and which technology
did you use? How engaged were students? What would you do
differently next time? Please provide screenshots of each of the
student discussions. (Remember to remove students' names to adhere
to FERPA guidelines.)
Learning Components Sample Considerations Instructional Strategy for Lesson 8 (7)
for each Component
Content presentation Video Screen-sharing other programs to trouble-shoot difficulties with the
whiteboard tutorial
Moving students to presenter mode to present and demonstrate
information
Text
Using formative assessments to determine whether students are ready
to present or demonstrate material.
Chart of privileges associated with host, presenter, and participant
roles.
Review 1. Which of the following privileges does a host have? Check all
that apply.
2. Which of the following privileges does a presenter have?
3. Which of the following privileges does a participant have?
4. Using the screenshot, identify which letter matches where
you click to change the participant status.

What are two separate formative assessments you conducted in Adobe
Connect? Which pods and which technology did you use? How
Please provide screenshots of each of the student discussions.
(Remember to remove students' names to adhere to FERPA
guidelines.)
for each Component
Content presentation Video Modeling instruction with the whiteboard (both blank and also
showing how to use the draw tools on an uploaded document) tutorial
Text List of documents and activities you might use the whiteboard for
Learner participation Formative Assessment & The learner should rehearse the skill using the white board and
Review getting comfortable with the tools.
Whats your favorite way to use the whiteboard pod? Whats the most
Discussion Board unique or creative thing you have done?
for each Component
Content presentation Video Interactive whiteboard montage
Text Definition and rationale for review and practice

List of writing-based review strategies
List of interactive and pod-based review strategies and games
Review 1. Which of the following tools and technology could you use
to facilitate review and practice?
2. Which of the following tools and technology could you use
to facilitate review and practice?

What are two separate methods for facilitating practice and review
you conducted in Adobe Connect? Which pods and which technology
did you use? How engaged were students? What would you do
differently next time? Please provide screenshots of each of the
student discussions.
for each Component
Content presentation Video Ending the meeting with extension or remediation montage
Text List of extension ideas/activities

List of remediation idea/activities
Learner participation Formative Assessment & Learners should use Brightspace analytics to identify areas for
Review remediation.
Based on students weaknesses and strengths, the learner should
brainstorm which activities might match the content.
Unit 3: Recording, editing, and saving your synchronous session (Learning objective 3)
Learning Components Sample Considerations for Instructional Strategy for Unit 3, Learning object 3
each Component

information
Content Presentation Content is sequenced by 1. Recording, pausing, and stopping your synchronous session
hierarchical skills and process (1,2,3, 4)
2. Why and how to keep a chat transcript (5, 6)
3. Finding, saving, and editing the recording (8)
4. Linking your synchronous session (9, 10, 11)

Learner participation Formative Assessment Videos include multiple choice questions for formative assessment
Videos and learning objects provide feedback

Feedback OneNote discussion board provides opportunities for learners to engage


Learning Components Sample Considerations Instructional Strategy for Lesson 1 (steps 1, 2, 3, 4)
for each Component
Content presentation Video Recording, making a title, pausing, restarting, stopping tutorial
Text Link to a blog post or infographic about how students watch the
recordings
Review 1. When might a teacher choose to pause the recording? List 2-
3 reasons.

Learning Components Sample Considerations Instructional Strategy for Lesson 2 (steps 5, 6)

for each Component
Content presentation Video Keeping the chat transcript and clearing chat history tutorial
Text Ways to analyze and use the chat history
Feedback 1. What are some ways a teacher could use the chat
transcript in Adobe Connect? Check all that apply.
2. Skim the example transcript. How could a teacher use this
transcript to guide instruction?

for each Component
Content presentation Video Finding your recordings and what you can do with them tutorial
Text How and when to edit your video
Feedback 1. Which letter in the screenshot shows where you click to
find and produce an attendance report?
2. Which letter in the screenshot shows where you click to
find and download a video file of the meeting?

Learning Components Sample Considerations Instructional Strategy for Lesson 4 (steps 9, 10, 11)
for each Component
Content presentation Video Adding the synchronous session link to your homepage
Methods to encourage students to watch montage

Learner participation Discussion Board What are some ways you could encourage students to watch or re-
watch the recording?
What are some ways to make the recording more accessible?
Instructional Materials
Instructional Material Delivery: The training will be posted using Sharepoint through Microsoft Office 365 on the
Instructional website. The main site will house each unit and lesson sub-pages. Each lesson will contain embedded video*,
learning objects*, written information, and links additional websites and videos*. Assessments will be saved on the site
and downloaded to learners computers to complete and submit to their ePorfolios.
*When applicable
Instructional Material Development: Adobe Connect and YouTube have training videos already, and subject
matter experts can determine which are applicable. There may be a need for in-house video production using screen
casting software. To create formative assessment in videos, websites such as Zaption may be used.
The Instructional Strategies refer to three classifications of videos: tutorials, montages, and trouble-shooting.
Developers should know that a tutorial should be no more than five minutes, and its purpose is to walk the viewer through
how to do something; a montage is no more than three minutes, and its purpose is to show many examples; and trouble-
shooting has no time limit, and its purpose is to trouble-shoot multiple problems when doing one task.
Additional text will be written by subject matter experts and/or the instructional designer.
Formative Evaluation Procedures
Formative evaluations will be conducted throughout development. A small cohort of designers, instructional
developers, teacher quality specialists, administrators, instructional technologists, and teachers will provide feedback. A
small selection of teachers will be invited to try the training after development. They will provide feedback on engagement,
application, instructional material selection, formative and summative assessments, and the duration of the training. They
will be solicited to provide additional feedback for improvements. Following one-to-one evaluations, small group
evaluations may be conducted before the field test Fall 2016.
The following table details the roles of the cohort and the type of feedback solicited.
Development Role Duties Feedback Expected

Designers Responsible for planning and designing instructional Does the training meet the stated
materials to match objectives. objectives?
Is the training organized?
Does the training include opportunities
for interaction, practice, reflection,
assessment, and feedback?
Does the training offer
Instructional Responsible for creating and developing the Do the design documents provide clear
Developers instructional materials for the training. direction for development?
Teacher Quality Responsible for ensuring the training supports the Does the training support GAVS
Specialists instructional goals and promotes teaching best teachers?
practices. Does the training include teaching best
practices?
Are the pedagogical assumptions of the
training supported by research?
Administrators Responsible for ensuring the training meets the Does the training close the needs gap
needs gap within the organization. observed by administration?
Does the training offer enough for
teachers to buy-in?
Instructional Responsible for ensuring that the training is easily Is the training site accessible on
Technologists accessible and navigable. Checks for bugs within the multiple devices (PC, Mac, tablets,
instructional materials, ensuring that videos play, smart phones)?
learning objects function, and discussion boards Do videos play?
work. Do links work?
Do the learning objects function
according to the design documents?
Are the discussion boards operational?
Teachers Responsible for providing the target audiences Will the general population of teachers
perspective. find the training appealing and useful?
Are the instructional materials
engaging?
Do the formative assessments provide
valuable feedback?
Do the summative assessments
accurately capture the learning
process?
Can the training be implemented in
teachers duties immediately?
How long does the training take to
complete?
Formative Evaluation Schedule
1. Before development the cohort will review the design documents and offer feedback
a. Materials Needed Adobe Connect Training and Best Practices for Synchronous Sessions
b. Outcome Suggested revisions of objectives, instructions, instructional videos, instructional pace,
instructional unit groupings, formative assessments, and summative assessments
2. During development the designers, instructional developers, and instructional technologists will meet
monthly to discuss progress and offer feedback about design, clarity of instructions, and usability of learning
objects
a. Materials Needed Development notes, design document
b. Outcome Suggested revisions of instructions, learning objects, appropriateness of videos content, lesson
length, and instructional unit groupings
3. After development the cohort will review the final product and offer feedback, and teachers will be identified
for one-to-one evaluations.
a. Materials Needed design document, Adobe Connect Training module, draft of formative feedback
survey for one-to-one evaluations
b. Outcome suggested revisions to improve the clarity of objectives and instructions, identification of
teachers for one-to-one evaluations, and approval of the formative feedback survey
One-to-One Evaluations
One-to-one evaluations will be conducted by granting a small selection of teachers (three to five), access to the
training. After the last development meeting, potential trainees were identified, and administers approach those teachers
asking for volunteers to fulfill their professional development requirement. Participants will submit their feedback
through a formative evaluation survey, and administration will conduct follow-up interviews individually or as a group.
The goal of the one-to-one evaluations is to check for clarity of the instructions and objectives, the usability of the
instructional tools, the organization of content, the duration of training, and the usability of the training.
1. Instructional Technologists grant participants access to training
2. Administrators identify volunteers and review the training
a. Training orientation may be conducted as a group or individually
b. Administrators should emphasize the value of their feedback and thank them for their time
c. Participants are given a checklist of criteria to review, an outline of the training on which to record
notes, and a formative evaluation survey
3. Participants engage in the training
a. During the training, participants should review:
i. Wording of objectives
ii. Wording of instructions
iii. Hyperlinks to outside sources
iv. Video quality and clarity
v. Usability of the formative assessments
vi. Usability of the summative assessments
b. During the training, the participants should record:
i. How long each lesson takes to complete
ii. Broken links
iii. General errors
4. After the training, participants
i. Complete the formative evaluation survey
ii. Submit suggestions for revision
5. Administrators and instructional designers meet with participants and record feedback
6. The design cohort decides whether revisions are necessary and whether to conduct small-group evaluations
Small Group Evaluations

Small group evaluations will be conducted only if substantial changes were suggested by the one-to-one
evaluations. Substantial changes may be revising several videos or formative assessments, reorganizing the structure of
multiple lessons, and adding or removing multiple lessons. Rewriting objectives, instructions, video editing, and cosmetic
changes to learning objects are not considered substantial changes. The goal of small group evaluations is to receive
feedback on whether the training meets teachers needs, whether the training is engaging, and to further refine time to
completion estimates.
Field Test Evaluations

The field test will be conducted in with the Fall 2016 new teachers. The training will be incorporated into their
general orientation. Following the training, teachers will be asked to complete the Formative Evaluation Survey.
Formative Evaluation Survey Questions
On a scale of 1 to 5, 1 being strongly disagree and 5 being strongly agree, please respond to the following statements.
1. The objectives were clearly stated.
2. The instructions were easy to understand.
3. The organization of the lessons and units makes sense to me.
4. The videos provided helpful demonstrations and tutorials.
5. The external websites provided useful information and examples.
6. I feel that the pace is appropriate.
7. I feel I have a better understanding of the individual pod functions.
8. The layout templates designs help introduce variety into my synchronous sessions.
9. The training provided valuable opportunities to practice skills.
10. I could use some of the skills I learned in my next synchronous session.
What suggestions do you have to improve the course?
Summative Evaluation Procedures
Following completion of the training, participants will be asked to complete a survey for feedback and satisfaction.
Administrators and instructional technologists will check for evidence of the training using the Adobe Connect Training
in Practice Observation Rubric.
Summative Evaluation Survey

On a scale of 1 to 5, 1 being strongly disagree and 5 being strongly agree, please respond to the following statements.
1. The objectives were clearly stated.
2. The instructions were easy to understand.
3. The organization of the lessons and units makes sense to me.
4. The videos provided helpful demonstrations and tutorials.
5. The external websites provided useful information and examples.
6. I feel that the pace is appropriate.
7. I feel I have a better understanding of the individual pod functions.
8. The layout templates designs help introduce variety into my synchronous sessions.
9. The training provided valuable opportunities to practice skills.
10. I could use some of the skills I learned in my next synchronous session.
What was most valuable in the training?
What aspect of the training would you change?
Would you recommend this training for another teacher?
Adobe Connect Training in Practice Observation Rubric
Criteria Exceptional Mastery Needs Attention

Content folder contains Content folder contains some Content folder is empty or
Preparatio multiple audio, video, image, audio, video, image, and content is not organized.
n and presentation files. Content is presentation files. Content is
organized in a logical manner. organized in a logical manner.
Recorded sessions or ePortfolio Recorded sessions or ePortfolio Recorded sessions or ePortfolio
reflections reveal a thorough reflections reveal a basic reflections reveal an
Trouble- understanding of how to address understanding of how to address incomplete understanding of
shooting and fix common problems with and fix common problems with how to address and fix common
audio, video, pods, and audio, video, pods, and problems with audio, video,
participant rights. participant rights. pods, and participant rights.
Layouts reflections reveal regular use of reflections reveal regular use of reflections reveal regular use of
five to six layout templates. three to four layout templates. one or two layout templates.
reflections reveal a thorough reflections reveal a basic reflections reveal an
understanding of the functions understanding of the functions incomplete understanding of
of multiple pods. of multiple pods. the functions of multiple pods.
Pods
Multiple pods are used Multiple pods are used Multiple pods are seldom used.
regularly. occasionally. Participant manipulates pods
Participant manipulates pods Participant manipulates pods with difficulty.
with ease. with ease.
Saving Recorded sessions are easily Recorded sessions are easily Recorded sessions are not
accessible from the teachers accessible from the teachers easily accessible from the
course page. ePortfolio shows course page. teachers course page.
evidence that chat transcripts or
whiteboard documents were
used for reflection or further
instruction.
Appendix
Learner Analysis Surveys
ILT, TQ, and IT Adobe Connect Survey
ILT, TQ, and IT

Adobe Connect Survey.pdf
ILT, TQ, and IT

Adobe Connect Survey - Summary.pdf
Teacher Adobe Connect Survey
Teacher Adobe
Connect Survey.pdf
Teacher Adobe
Connect Survey - Summary.pdf
Assessments
Performance Checklist 1
Name: Click here to enter text. Date:
Criteria Yes No
1. Log in to Adobe Connect using the username and password
2. Upload files from the computer to the Content Folder.
2.1 My Content folder uses organized subfolders for media formats
2.3 Each folder contains at least one file
3. Access the Adobe Office by clicking the url in the "Meeting
Information" page.
4. Create, copy, and manage layouts to facilitate instruction.
Five layouts present
Welcome layout present
Lecture / Mini-lesson layout present
Discussion layout present
Demonstration layout present
Review/Practice
5. Create, copy, and manage pods in each layout.
6. Determine which pods to add to the layout.
Welcome layout contains appropriate pods
Lecture / Mini-lesson layout contains appropriate pods
Discussion layout contains appropriate pods
Demonstration layout contains appropriate pods
Review Practice layout contains appropriate pods
7. Access the Resources for All folder to upload additional pods.
7.2 Upload the Online stopwatch to facilitate instruction.
8. Exit Adobe Connect
Name: First name last name Date:
Criteria Yes No
1. Navigate the Adobe Connect Office tool bar to record the meeting
2. Conduct an audio check and trouble-shoot audio problems.
3. Begin instruction with each of the following: a welcome message, an agenda,
and music or video.
Welcome message present
Agenda present
Music or video
4. Review a warm-up activity or ice-breaker activity.
5. Conduct a mini-lesson lecture with distributed practice in the lecture layout.
Mini-lesson length matches suggested duration
Pods (chat/poll) are used to facilitate distributive practice
6. Conduct a student-led discussion in the discussion layout.
Student-led discussion uses pods or breakout rooms
7. Model instruction or an assignment in the demonstration layout.
Move student from participant to presenter
Student screen-shares work or conducts a demonstration/presentation
8. Operate the whiteboard to model instruction.
9. Review material or provide practice using pods and strategies in the
review/practice layout.
Pod use matches the review/practice strategy
10. End the meeting with either an extension or remediation opportunity.
Name: First name last name Date:
Criteria Yes No
1. From within the Adobe Connect Office, record a meeting
2. Provide a title for the meeting. The title should describe the
meeting's topic
Title describes the meeting's topic.
3. During the meeting, determine whether the content will benefit
absent students.
Recorded meeting uses the pause button
4. Demonstrate the process to stop recording.
5. Save a chat transcript from Adobe Connect for additional
instructional purposes
Chat transcript available in email
6. Clear chat history
7. Open Adobe Connects meeting page in the browser.
8. Locate the meeting under "Recordings"
8.3 Use the editing tools to cut large gaps of silence and blank
screens.
9. Change the recording's access from private to public.
10. Click the recording title to copy the url.
11. Add meeting url to "Links" tab from the course homepage.

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Adobe Connect Training and

Best Practices for

Primary Learners: Teachers at the Georgia Virtual School

Goal Learning Domain

Hierarchical Analysis of Instructional Goals

Performance Context Analysis

Learning Context Analysis

Performance Objectives and Test Items

Steps Matching Performance objective Test Item

Categories: documents, audio, image, and video

File Extensions: .pdf, .ppt/pptx, .swf, .flv, .jpeg,

2. Which letter in the screenshot shows

2. What pods are available in that layout?

1. The screenshot above is of a

1. Identify the pod in the screenshot.

2. What tools are available in that pod?

2. Which letter in the screenshot shows

3. Which letter in the screenshot shows

1. How can you check the audio/video

1. What are the most common audio/video

Match the audio/video problem with the correct

1. Which audio/video problem is most

2. Which audio/video problem is most

3. Which audio/video problem is most

1. For each warm-up activity, list which pod and

1. For each ice-breaker activity, list which

5. Conduct a mini-lesson During a synchronous session, conduct a mini-lesson Performance Checklist #2

1. Which of the following tools and

1. Which of the following tools and

6. Facilitate student-led During a synchronous session, conduct a student-led Performance Checklist #2

Which of the following tools could you use to

2. Which of the following privileges does

Which of the following privileges does a

1. Using the screenshot, identify which

Which would be the best pod and set of tools for

Steps Matching Performance objective Test Item

1. What are some ways a teacher could use

1. Skim the example transcript. How could

1. Which letter in the screenshot shows

o A written list of simplified performance objectives

o Links to written content*

o Interactive learning objects*

o Discussion board prompts*

o Method of assessment and follow-through

Instructional Goal Steps and Clusters

Inform learner of objectives Simplified list of objectives on unit page

Learner guidance Each lesson page orders information sequentially.

Feedback Videos and learning objects provide feedback

Posttest Performance Checklist #1

After completing the interactive assessment questions, the learner

After completing the interactive assessment questions, the learner

Over view of instructional activities associated with each layout (and

After completing the interactive assessment questions, the learner

After completing the interactive assessment questions, the learner

After completing the interactive assessment questions, the learner

Unit 2: Facilitating an interactive and engaging synchronous session (Learning objective 2)

Inform learner of objectives Simplified list of objectives on unit page

Link new knowledge to prior Pretest self-assessment

Learner guidance Each lesson page orders information sequentially.

Feedback Videos and learning objects provide feedback

Posttest Performance Checklist #2

Unit 2 Lessons: Content Presentation, Learner Participation, and Assessment

After completing the interactive assessment questions, the learner