Fall 08 Glogster in the Classroom: Sparking Subject ...€¦ · All of the learners have heard of...

By: Melissa Neely

08 Fall

Glogster in the Classroom: Sparking Subject Interest Without Sacrificing Standards

Melissa Neely, Walden University, EDIT 6110 2


Analysis

Project description Glogster in the Classroom provides elementary school teachers with training on ways to implement Glogster EDU into the curriculum as a means of better equipping students with the knowledge they need to be competitive in today’s technology-driven culture. The training will allow teachers to experience new ways to introduce a unit, deliver instruction, spark curiosity in students, and even revamp student projects all while incorporating technology to meet educational objectives. It will give diverse learners options for acquiring information and knowledge, offer appropriate challenges, and increase motivation.

Learner Analysis

General Characteristics The Glogster in the Classroom learning module will specifically target elementary school teachers.

Specific Entry Characteristics Glogster in the Classroom is a technology-based learning module. Creating and using Glogster EDU requires some basic internet experience, including how to conduct internet searches, create hyperlinks, copy and paste, and download audio and video files. These specific learners frequently seek out new opportunities to enhance their instruction and increase student motivation. All four of the learners regularly use technology in the classroom and incorporate technology-based student projects as part of their assessments. All of the learners have heard of Glogster EDU, but only one has some basic experience using it.

Learning Styles Instruction on how to create and use Glogster is by nature visual. The format of the class will appeal to visual learners. The learning module will also provide an opportunity for participants to actually create their own Glog, which will be important for those learners who prefer hands-on learning. The specific learners for this module are all teachers who prefer hands-on practice rather than a lecture-style format. This module is formatted to include instructor modeling, group discussion, and collaborative hands-on practice.

Academic Information Seventy-five percent of the learners hold a master’s degree and 50% of the learners hold a specialist degree. All four of the teachers are certified through their county school district



to teach gifted education. All of the teachers have participated in Common Core Standards staff development through their school district.

Personal and Social Characteristics The participating learners are female and range in age from approximately 35-55. The participants’ teaching experience ranges from eight years to twenty years. They have all taught at the same elementary school since it opened five years ago. In discussing the use of technology with the learners, half of the learners are very confident in trying new technology, while the other half can sometimes feel intimidated when first exposed to a new technology idea.

Adult Learners According to Knowles, Holton, and Swanson (2005), generalizations can be made about adult learners:

Tend to have a high level of motivation

Interested in how the course will benefit them

Effective use of time is important

Trainers should make use of background knowledge of adult learners

Tend to be more independent

May prefer to work in collaborative groups

The specific adult learners in this course fit the generalizations made by this research.

Contextual analysis Orienting Context

These learners are volunteers willing to give of their time to support a colleague.

As elementary educators, the participating learners also hope to learn about

implementing Glogster into the curriculum as a means of integrating technology and

creating engaging learning activities.

This learning module can help teachers encourage students to express independent

and creative thought and be competent and confident problem solvers, while

meeting the requirements of district, state, and Common Core State Standards.

Because this is a purely volunteer training session, learners do not feel pressured to

master the technology presented or to incorporate it into their classrooms.

However, it is hoped that they will choose to try Glogster.

Instructional Context This workshop will show elementary school teachers how to implement Glogster EDU into the learning curriculum. The instructor will demonstrate the possibilities of using Glogster EDU in the classroom. Teachers will also have the opportunity to collaboratively discuss how they could use Glogster and incorporate district, state, and Common Core Standards.



This workshop will include the basics of how to use Glogster, which will be followed up with an opportunity for teachers to create a Glog tailored for use in their own classroom.

The course has been scheduled to accommodate spring break. The school calendar

has also been consulted to avoid scheduling the workshop during after school

meetings.

Participants will meet in one of the school computer labs. Arrangements have been

made with the technology specialist to reserve the lab on the scheduled date.

Teachers will not need to bring their school-provided laptop as desktop computers

will be provided in the lab.

The computer lab is equipped with a laptop for the instructor and a projector.

Internet access is available in the computer lab.

Due to the size of the learner pool (4 teachers), learners will work in one group for

discussions with the option to work with a partner or independently to create their

own Glog.

Participants will be given a link to an online Glog-based resource to use as a

reference if they need extra Glogster EDU help or want more information about

district, state, and/or Common Core Standards.

The instructor will show the teachers various samples on how Glogster EDU can be

used to meet district, state, and Common Core Standards, and the benefits of using

Glogster EDU will be discussed.

After discussion the benefits of Glogster EDU and incorporating standards, teachers

will each choose one (or several) district, state, or Common Core Standard(s)

related to skills taught in their subject area to work on during the workshop.

Participants will discuss ideas on how to use Glogster to teach the skill they have

chosen.

Each participant will create a Glog based on the chosen skill and standard(s).

Participants will view the Glogs of other participants.

Participants will be given the opportunity to express any problems or concerns.

Participants will complete an evaluation on the effectiveness of the workshop.

Transfer Context The goal is for teachers to incorporate multi-media sources during instruction to help students develop 21st century skills of collaboration, creativity, critical thinking, and communication. Teachers will develop rigorous, engaging, interactive lessons that incorporate multi-media sources to help students master district, state, and Common Core Standards. A link of all sample Glogs and workshop-created Glogs will be provided to the learners as an ongoing resource to encourage them to incorporate Glog technology in their classrooms.



Unit Goals and Instructional Objectives

Unit Goals Implement Glogster EDU into the curriculum as a means of better equipping

students with the knowledge they need to be competitive in the 21st century. Allow teachers to see numerous possibilities for designing new curricula using

Glogster to meet educational objectives, including district, state, and Common Core Standards.

Give elementary teachers an alternative multi-media technology resource that allows their students options for acquiring information and knowledge, offers appropriate challenges, and increases motivation.

Instructional Objectives Objective #1: Given a demonstration of several effective Glogs used for elementary school instruction, the learner will cite at least three ways learned in the demonstration in which an elementary school teacher could use Glogs in the classroom. Objective #2: Given a demonstration of a multi-media Glog built upon a district, state, and/or Common Core Standard, the learner will create a standards-based Glog that incorporates graphics, text, a hyperlink, and video or audio. Objective #3: Following the learner’s creation of a multi-media Glog, the learner will present the Glog to the rest of the class for discussion. Objective #4: The learner will evaluate two classmates’ Glogs for engagement and adherence to district, state, and/or Common Core Standards.

Instructional Strategies

Introduction and review of sample Glogs

o Instructor will give an overview of the workshop and begin with a

demonstration of several sample Glogs that incorporate district, state, and/or

Common Core Standards. The goal is to generate learner enthusiasm as the

workshop begins. This Glog review will include the instructor pointing out

the standards that are covered in the samples.

o The instructor will highlight these possibilities:

A different way to engage students using multi-media components

Create a Glog poster instead of handing out paper study guides, the

review could include photos, audio and video clips, web links,

interactive review games, class notes, and more



Unit introduction – Instead of delivering another lecture, students can

view the teacher created Glog to introduce the unit. Introduce the

unit inquiry style by using links to authentic documents, video and/or

audio clips, historical speeches, simulations, photos, graphic

organizes, and more.

Use a Glog to guide you through your daily lesson, instead of chart

paper. Create a Glog to guide you through your standards-based

lesson that contains a quick review from the previous lesson,

instruction and guided practice (multi-media), active engagement,

independent practice.

Instead of using a sequential PowerPoint to review standards before a

test, create a Glog that incorporates multi-media components.

Student project – Instead of another PowerPoint, Publisher brochure,

or book report, have students create Glog posters that incorporate

multi-media elements. Students present their posters to the class, or

students can visit classmates’ posters on the Glog link. You’ve just

covered several Common Core State Standards by having students

create multi-media presentations with Glog and presenting them.

Discussion of Glogster EDU possibilities

o After the instructor-led demonstration, the instructor will ask the group to

discuss how they could envision incorporating Glogster EDU into their

classroom. Learners will be given an opportunity to brainstorm with each

other about the benefits and possibilities of using Glogster EDU. Due to the

size of the learner group (four teachers) this could be conducted whole

group.

Discussion of standards integration

o The instructor will show the standards links to the learners. The learners

will be asked to discuss with their fellow learners which standards they

would like to focus on during the workshop.

Glog creation basics

o The instructor will lead the learners through logging onto Glogster EDU. The

instructor will demonstrate some basic steps necessary in creating a Glog.

Starting a Glog

Adding wallpaper

Editing text

Adding an effect

Inserting a graphic or photo

Adding an audio or video clip

Inserting a hyperlink



o The instructor will field any questions learners have during the review of

Glog basics.

Learners will create their own Glogs based on the standard(s) they chose and the

needs of their students. Learners can work with a partner or independently.

o The instructor will circulate and provide assistance as needed.

Learners will share their final products with the class.

o Due to the size of the class, formal presentations are not necessary. Learners

can take turns viewing the other Glogs.

Wrap-up

o The instructor will lead the group in a final discussion of questions and

comments about creating Glogs, implementing for classroom use, and

incorporating standards.

Evaluation

o Learners will complete an evaluation of the workshop.

Assessment of Learning

Formative Assessment During the training session, the instructor needs to be aware of the following and make note of any issues that need modification or attention before the session is presented in the future.

1) Are the Glogs used as samples clear to the participants? 2) Have there been any equipment or facility issues? 3) Is enough time being given for each step, too much time, just right? 4) Were all of the participants able to follow the program, most, very few? 5) Was enough time given for questions, not enough? 6) What kind and quality of questions were being asked?

Formative Assessment There are opportunities throughout the workshop that will allow the instructor to informally assess learner understanding of possible Glog uses in the classroom, incorporating standards, and Glog creation. As the instructor assesses student understanding, the instructor can scaffold instruction as needed.

Summative Assessment Each course participant will present his or her work.

1) Was their Glog prepared correctly? 2) Were they able to use a standard(s) properly? 3) Were they able to describe their Glog to the other learners in a logical and easy to

understand manner? 4) Did the presentation demonstrate to the instructor the proficiency expected of the

participant?



Summative Assessment - Course Evaluation At the end of the training session, the participants will complete a course evaluation. It can include the following questions:

Did you find the course useful? Has this workshop inspired you to use Glogster EDU in your classroom? If so, how

do you plan on using it? o Lessons o Study Guide/Unit Review o Project Demonstration o Teach the students to use it for their projects o Other

Is there anything we did not cover that you would like to see included in a future workshop?

Were there any parts or sections that you did not feel were useful or necessary?

Summary of Modification

The target audience was changed from middle school to elementary school teachers.

I am an elementary school teacher, and it was easier for me to find a pool of learners

in my school.

The learner analysis was reworked to describe the four learners that will be

participating in the learning module.

The original learning module was written with the goal of integrating Common Core

State Standards (CCSS) and Glogster EDU. I modified this to included district, state,

and CCSS. The new CCSS only include math and language arts and to accommodate

learners that may want to create a science or social studies Glog, I broadened the

use of standards.

I reworked the instructional sequencing to fit my teaching style and to fit within the

60 minute time maximum.

Instead of using a comment card as a summative evaluation, I chose to create a

survey using Survey Monkey. I thought this was a good fit with a technology-based

lesson.

Development

Instructional Materials – Introductory Glog The Glog used to present the workshop is found at the following link: http://maneely.edu.glogster.com/page-1/

http://maneely.edu.glogster.com/page-1/



Evaluation Plan

Evaluation Process Before Implementation Learners will be emailed a survey to collect data about their level of experience with Glogster EDU and their comfort level with technology. This will give the instructor a picture of the group’s experience before the training begins.

During Implementation During the implementation of the workshop, the instructor will observe and note reactions from learners. This formative assessment will allow the instructor to determine if the pacing and level of instruction are appropriate. This training module is based entirely on the use of technology. The instructor will note any glitches or trouble with Glogster EDU, the host Glog, or any other technological difficulties.

Following Implementation Following completion of the workshop, teachers will take a reaction survey that will provide information about the learners’ attitudes towards the course. The survey will have questions that target all three unit goals. The reaction survey will be combined with a posttest self-assessment to evaluate learner performance in creating a Glog, and their gains in knowledge and skills about using Glogster EDU while incorporating standards. One month after the workshop, learners will be emailed an additional survey to determine if the skills and knowledge learned during the workshop are being incorporated in the classroom and used for instruction.

Alignment to the Five Levels of Evaluation The Glogster EDU learning module evaluation plan will be modeled after Kirkpatrick’s approach which has been “traditionally used to evaluate classroom training and teaching, especially in the private, government, and military sectors” (Simonson, 2007).

Level 1: Reactions Learners will complete a survey through Survey Monkey that will gather data about what learners liked or disliked about the course with the goal of determining overall satisfaction with the course.



The instructor will also complete an observation form with a rating scale and anecdotal notes on learner attitude and engagement.

Level 2: Learning Learners will take a posttest that will evaluate the degree to which learner skill and knowledge was advanced (Simonson, 2007). Level 3: Transfer One month after the workshop, learners will be emailed a follow-up survey to determine if the skills and knowledge learned during the workshop are being incorporated in the classroom and used for instruction. The data will also help determine the perceived effectiveness on teacher instruction and student reactions towards Glogster EDU (as reported by the teacher). Level 4: Results An additional survey could be implemented to determine the impact on student motivation of using Glogster EDU to integrate instruction, multi-media sources, and standards. Surveys could be delivered to both the teachers and their students to determine how incorporating standards into Glogster EDU motivates student learning.

Level 5: Return on Investment Glogster EDU is but one tool for teachers to use to engage students with the goal of mastering standards. It would be difficult to isolate this one factor and its influence on overall achievement results as measured through state standardized tests.

Alignment of Unit Goals to the Evaluation Process

Unit Goals Implement Glogster EDU into the curriculum as a means of better equipping

students with the knowledge they need to be competitive in the 21st century. o The reaction survey will determine learner attitude towards using Glogster

EDU to integrate standards and technology in the classroom to meet student needs.

o The posttest administered following the workshop will gauge learner understanding of how to create a Glog and the learner’s comfort level with using Glogster EDU.

o The follow-up survey sent to learners one month after the workshop will gather data to determine if Glogster EDU has been implemented in the classroom and the perceived effectiveness on instruction and student engagement and mastery of standards.



Allow teachers to see numerous possibilities for designing new curricula using Glogster EDU to meet educational objectives, including district, state, and Common Core Standards.

o Instructor observations will provide insight into learner attitude towards using Glogster EDU to meet educational objectives.

o The reaction survey administered immediately following the workshop will gather information to determine learner attitude about the possible ways to integrate educational objectives and Glogster EDU for classroom instructional use.

Give elementary teachers an alternative multi-media technology resource that provides their students with options for acquiring information and knowledge, offers appropriate challenges, and increases motivation.

o Instructor observations will provide insight into learner attitudes about using Glogster EDU as an alternative multi-media technology in the classroom.

o The reaction survey will collect data to determine learner attitude about Glogster EDU as an alternative multi0media technology instructional resource.

o The follow-up survey will also gather information about the effectiveness of using Glogster EDU as a method of incorporating multi-media technology to increase student learning and motivation.

Evaluation Tools and Materials

Pretest

o Emailed to participants

o Administered through the online survey website Survey Monkey

o Learners will be asked about Glog experience and attitudes towards learning

about new technology uses in the classroom

Instructor Observation Form

o Includes both a rating scale and open-ended questions for anecdotal records

o Instructor evaluates overall learner understanding and attitudes, as well as

any pacing and technology issues

Learner Reaction Survey and Posttest Self-Assessment


o Gathers data about what participants liked or disliked about the learning

experience

o Checklist of Glog elements learned and incorporated in the workshop

o Rating scale to measure understanding

Confirmative Evaluation Follow-Up Survey




o Gathers information to determine if teachers implemented Glog in the

classroom

Summary of Modifications

The original evaluation plan contained a connoisseur-based study performed by an

ID colleague. Due to the nature of the Walden course and timeframe, this has been

eliminated.

The small-group beta test was also eliminated due to time constraints and the lack

learners for a small-group. Without the beta testing, personal interviews with the

beta test learners will not be conducted.

The original plan included exit interviews with participants during the first two

deliveries. There will be only one delivery and due to learner time constraints,

personal interviews will not be conducted.

A learner posttest self-assessment has been added to gather information about

perceived increases in skills and knowledge gained from the workshop



Appendix of Evaluation Tools

Before workshop survey

Reaction Survey and Posttest Assessment after Completing Workshop



Reaction Survey and Posttest Assessment – continued



Confirmative Evaluation Follow-Up Survey



Instructor Observation Form



Instructor Observation Form, page 2



Implementation and Evaluation Report

Module Overview and Description Glogster in the Classroom provides elementary school teachers with training on ways to

implement Glogster EDU into the curriculum as a means of better equipping students with

the knowledge they need to be competitive in today’s technology-driven culture. The

training will allow teachers to experience new ways to introduce a unit, deliver instruction,

spark curiosity in students, and even revamp student projects all while incorporating

technology to meet educational objectives. It will give diverse learners options for

acquiring information and knowledge, offer appropriate challenges, and increase

motivation.

Description of Implementation

The Glogster EDU module was delivered in an elementary school computer lab. This

allowed for the utilization of the available technology in that classroom: individual student

computers, projector, interactive whiteboard, and slate with pen. The teachers enjoyed

learning more about Glogster EDU, and positive feedback was received as the teachers left

the workshop and again the following day at school. They had all heard of Glogs before but

had little or no experience using it. The small group setting of four teachers (my

colleagues), while not realistic, was effective and created a more relaxed setting than our

normal staff development. I delivered my instructional module via a Glog, which was an

effective way to demonstrate the use of a Glog in action. This part of the instruction was

engaging, because the teachers were shown new uses for Glogs, showing it as more than

just a different format for student projects. One small glitch that I encountered was one of

my sample Glogs was very slow to load. This was not a real surprise, because I had some

issues with Glogster EDU at home. After several tries, it finally loaded. I just continued our

discussion of using Glogs as we waited for it to load.

The module continued with a conversation of how the teachers could use this tool in their

classrooms. The learners were a group of third and fourth grade teachers. The teachers

brainstormed about units that would be well-suited to the Glogster EDU format and how

the Glog could be utilized: flipped classroom, unit review, unit introduction, computer lab

research assignment, etc. This group-centered discussion was an important part of the

workshop which allowed for a “free-flowing exchange of ideas” among the learners

(Morrison, Ross, Kalman, & Kemp, 2011). Another important aspect of the instructional



module was time designated to actually create a Glog. So, after walking teachers through

some of the basic steps, they each worked to create a Glog that they could use in their

classroom. Knowing that I feel frustrated when attending professional development that

only includes lecture and some discussion, I felt that a critical component to my instruction

was giving ample time for practicing with Glogster EDU. If the practice time could help the

teachers feel more comfortable with this new technology, they would be more likely to use

it again and implement it in their classrooms. By the end of the hour, the teachers all

developed a comfort level with incorporating different features into their Glogs. The hands-

on constructivist approach to the workshop was effective as it allowed the learners to

interact with Glogster EDU and create meaning from experience (Ertmer & Newby, 1993).

One challenge of the implementation was time. This could be adapted to a two-part

module. The first session would be much like the one I delivered. The second part could go

deeper into the Glogster features that take more time like capturing video from a webcam

and adding audio clips. A second session would allow teachers to learn this, create a Glog

to use in the classroom, and have time to evaluate Glogs created by colleagues. While

teachers in my session got a good start on developing a Glog, they did not have time to

completely finish it, nor did we have time to meaningfully review and evaluate each other’s

work as suggested in the design plan.

Analysis of Evaluation Data Before Implementation Pretest Prior to implementing the learning module, an email was sent to each learner. This pretest assessed learner familiarity with Glogster EDU and their comfort level with learning new technology. All of the learners had heard of Glogster EDU prior to the training, with only 25% of the learners having actually used Glogs in the classroom. None of the teachers had actually created their own Glog prior to the workshop. The teachers were also asked to rate their comfort level with new technology. Half of the learners report that they are somewhat comfortable with new technology with help and practice, while the other half of the learners report that they are pretty comfortable learning new technology.



Key to Survey Questions 1. I’ve heard of Glogster EDU, but

I’ve never used it.

2. I’ve checked out a few Glogs on the

internet.

3. I’ve used Glogs in my classroom

4. I’ve created my own Glogs.

0

0.5

1

1.5

2

2.5

Question 1 Question 2 Question 3 Question 4

Responses

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

LearnerEngagement

Pacing ofInstruction

Attitudes towardsGlogster

Understanding ofGlogster

Key 4 = Excellent 3 = Good 2 = Fair 1 = Poor

During Implementation Instructor Observation Form During the Glogster EDU implementation, acting as instructor, I observed learner behaviors and attitudes. A 1-4 scaled evaluation, ranging from poor to excellent, was used along with anecdotal notes. The following bar graph shows the results of the ratings.

The scaled learner observations were further supported through the use of anecdotal notes responding to several questions:

Course Pacing: Was there sufficient time for each segment of the workshop?

Learner Reactions: Were learners engaged?



Technology: Did you or the learners experience any technology issues that interfered

with instruction or learning?

Overall learner engagement was rated as excellent. Further information was gathered through anecdotal notes. Learners seemed enthusiastic during the initial part of the presentation as they were discovering new ways to use Glogster EDU, and all learners were actively engaging in the discussions. One learner while working on creating her Glog did take a few minutes to check her email on her cell phone. It might be helpful to add a reminder at the beginning of the training session to turn off your phones during the training to avoid disrupting the training. The pacing of the course was rated fair. Completing the entire implementation within an hour was a challenge. The basic outline of the course included introducing learners to the concept of using Glogs to incorporate standards, engaging learners in a meaningful discussion, walking them through the basics of creating a Glog, and leaving time for learners to create a Glog, and finally coming back together to share or review the Glogs created. While learners were able to add a few elements to their Glog, none of the learners were able to complete a Glog. This session could be adapted into a two part workshop. Learner attitude towards Glogster EDU was rated as good. During the instruction, anecdotal notes show that there was one glitch during the presentation where a Glog was very slow to load. The discussion continued while loading occurred, but this did slow down the training session. There was also some learner frustration noted as one learner’s Glog was lost. The overview portion of the Glog introduction should be adapted to include saving the Glog and going in and out of the preview and edit mode so that in future trainings learners do not experience the loss of their Glogs. Learner understanding of Glogster EDU was rated as good. As noted in the anecdotal record, the pacing of the course was very tight. If this was adapted into a two part workshop, learner understanding of making and using Glogs could be deepened. Following Implementation Reaction Survey Before the learners left the training session, they were asked to complete a questionnaire linked to the instructional Glog. This was administered through Survey Monkey. The survey utilized both scaled ratings and open-ended questions. The 4 point scale ranged from poor to excellent. The following questions were asked:

1. Please rate the overall usefulness of this workshop. (Useful in your role as a classroom

teacher.)

The usefulness was rated as excellent by all participants.



0 1 2 3 4 5

Introduction to Unit

Daily Lesson

Computer Lab Research

Homework

Study Guide/Review

Student Project

Responses

2. Has this workshop inspired you to use Glogster in the classroom?

75% of the learners responded that they plan on using Glogster in the classroom.

25% of the learners replied maybe, but still undecided.

3. Which ways discussed in the workshop do you think you might use Glogster in the

classroom? (Choose all that apply.)

4. Is there anything about Glogs not covered in this workshop that you would like to know

more about?

In this open-ended response question, one learner mentioned that he/she would like to

learn how to add a video to a Glog. This is where the pacing and lack of time did not

allow for complete practice of all elements.

Another learner would like to know more about using Glogs with your students. The

current workshop focused on teachers using Glogster as an instruction tool. Another

workshop could be developed to focus on using Glogs as student projects and how to

manage the teacher and student accounts.

Post-Assessment The first portion of the post-assessment contained a checklist of elements that teachers were able to include in their Glogs. The only area of weakness noted from the checklist is adding an audio or video clip. Again, the pacing and scarcity of time was noted and could be a cause of this. This is also an element that is more difficult to incorporate in the Glog and may need more time spent on instructor modeling.



00.5

11.5

22.5

33.5

44.5

Overallunderstanding of

creating a Glog

Overallunderstanding of

incorporatingstandards

Comfort levelwith the

technology andskills needed to

use Glogster EDU

Responses

Key 4 = Excellent 3 = Good 2 = Fair 1 = Poor

0 1 2 3 4 5

Add wallpaper

Edit text

Add an effect

Insert a graphic or photo

Add an audio or video…

Insert a hyperlink

Incorporate standard(s)

Responses

The second portion of the learner post-test consisted of three scaled questions. Here are the results of the post-test questions.

The assessment results show that learners have a good understanding of how to create a Glog. The results of the post-test show that the learners do not have a strong comfort level with all of the skills needed to use Glogster EDU. This could indicate that adapting this to a two-part workshop could benefit these learners.



Proposed Revisions and Key Points: Summary of Suggested Revisions and Audio Report Proposed Revisions and Key Points Podcast Instructional Module Revisions Possible adaptation into a two-part training

Another option would be to extend the time of the Glog to 1-1/2 hours.

If the workshop absolutely had to remain at one hour, then there are a few more simple

changes that I would implement.

Implementation and Evaluation Plan Revisions Streamline the evaluations that teachers complete before leaving the workshop by combining

the reaction survey and the posttest.

Include several more sample Glogs

References

Based on an original instructional design plan by Alicia Love, Melissa Neely, Cheryl Popp, Anita El-Jamal, and Tiffany Easley

Common Core State Standards Initiative. (2012). Frequently asked questions. Retrieved

from http://www.corestandards.org/resources/frequently-asked-questions Ertmer, P., Newby, T. (1993). Behaviorism, cognitivism, constructivism: Comparing critical

features from an instructional design perspective. Performance Improvement

Quarterly, 6(4) pp. 50-72.

Glogster EDU. (n.d.). Glogster EUD: 21st Century Multimedia Tool for Educators, Teachers,

and Students. Retrieved from Glogster EDU: http://edu.glogster.com/product-information

Knowles, M. S., Holton, E. F., & Swanson, R. A. (2005). The adult learner: The definitive classic

in adult education and human resource development (6th ed.). Boston: Elsevier. Morrison, G.R., Ross, S.M., Kalman, H.K., & Kemp, J.E. (2011). Designing effective instruction

(6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

http://revisions6110.podomatic.com/entry/2013-04-20T13_50_40-07_00

http://www.corestandards.org/resources/frequently-asked-questions

http://edu.glogster.com/product-information

http://edu.glogster.com/product-information



Simonson, M. (2007). Evaluation and distance education: Five steps. Quarterly Review of Distance Education. 8(3), 191–194.

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