Short Course Project and Design Document

University of Colorado, Denver

INTE 5200
Fall 2012
Joy Vigil
SHORT COURSE PROJECT AND DESIGN DOCUMENT VIGIL 2
Overview
Audience, Context, and Purpose
This online course will serve as an instructional guide for teachers (the learners) to be trained on
using our school website, hosted by SchoolFusion. This is a resource that allows teachers to learn
the basics on having a website as a supplemental support for their classroom instruction. Since
our website is housed by SchoolFusion, this instruction will be specific to the tools available on
SchoolFusion. Moreover, the course will introduce them to additional instructional web 2.0 tools
currently being used to enhance the websites appeal among students. The goal is to encourage
students, parents, and teachers to possess 24/7 all-access to classroom material.
Big Ideas
Despite the desire to have teachers learn how to use this website, it is equally important to have
them understand the foundational processes of using technology. This understanding will allow
for transfer of knowledge into other possible web 2.0 tools that will greater enhance the learning
in the classroom (Wiggins and McTighe, 2005, p. 41). Additionally, by exposing the teacher-
learners to this foundational process, it can be suggested that students will then be exposed to
additional 21
st
century concepts through the teacher. It is the responsibility of all K-12 educators
to develop and enhance the 21
st
century skills of all students in order to better prepare the next
generation of learners for real-world experiences and workplace expectations. Teachers can
start training students for 21
st
century learning opportunities, which will become more prevalent
as they continue with their education and work scenarios.

In a practical sense, learners will be able to effectively support their classroom instruction (which
is face-to-face) with supplemental information on their websites. This is especially important for
students if they are absent.
Desired Learning Outcomes for Teacher-Learners
!"#$%&%' )**+,
I will familiarize myself with the SchoolFusion web tools using teacher instruction and
group discussion.
I will be able to select and use the SchoolFusion web tools that best fit my students
needs using examples, group discussion, and websites.
I will be able to create an effective and useful classroom website page using
SchoolFusion.
Classroom Application
I will be able to outline my course using the SchoolFusion calendar and files.
I will be able to manage my class website membership using the configuration tools and
the message center.
I will be able to design an assignment that can be accepted online using homework
assignments.
I will be able to write an online quiz using the SchoolFusion quiz feature.
I will be able to lead a discussion topic with my class using the SchoolFusion blog.
SHORT COURSE PROJECT AND DESIGN DOCUMENT VIGIL 3
I will be able to create links using the calendar, announcements, and homework features.
Advanced Features
I will be able to upload media (photos, videos, podcasts) using the SchoolFusion blog.
Overall Instructional Design Decision
Learners will do this blended/hybrid course synchronously. As Boettcher & Conrad (2010)
explains, creating an online community important because it is, building knowledge and
competencies within learners and building a network of mutual respect and sharing of ideas and
perspectives (p. 55). This is difficult without some deadlines; therefore the course will have a
semester time limit to complete the assignments. The four phases of the course will each take
approximately 3 weeks to complete with time added to allow for application of the concepts
learned within the learners own classroom websites.

It would be beneficial to have a face-to-face meeting with learners at the start of the course to
begin that preliminary process of determining the technological levels of the learners and
activate their prior knowledge for using web-based tools. It would also give the learners a chance
to see the potential of this powerful tool (the course website) in action to understand the benefits
of using the tool and have buy-in for the course. Other face-to-face meetings may be scheduled
throughout the semester to show-off exemplar websites, provide additional support (especially
for differentiated instruction).
What misunderstandings are predictable?
There are many teachers who need step-by-step instructions and their learning of technology is
not intuitive. Therefore, an opportunity must be provided to learn concepts generally to push
their understanding more towards the overall concepts and rely less on the literal step-by-step
instructions. This will make their learning successful not only in using SchoolFusion, but also
other online platforms.
Four Stages of a Course
Phase 1: Course Beginnings: Starting Off on the Right Foot
Learner
Phase 1 will begin after the class initial face-to-face meeting. At this point, learners will have
described his/her comfort levels and experience with technology. During Phase 1, establishing an
open and comfortable learning environment by being present to facilitate discussions, describing
explicate expectations, and making sure all learners possess the required technology to access the
course is the priority (Boettcher & Conrad, p. 51-53). They will become familiar with the class
tools (which includes logging into the system, signing an online syllabus which is a Google
Form, and using the discussion forum).
Content
Learners will activate his/her SchoolFusion account by creating a profile introducing themselves
to the school community and uploading a profile picture. Additionally, learners will establish a
course description, course picture, and color theme for the website. Finally, learners will be able
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to join other learners websites using the staff directory. This gives the learners perspective on
how his/her own students will join their course website. Membership is an important topic to
discuss (especially when creating a community for under-aged students), because security levels
need to be established and configured for each website.
Phase 2: Early Middle: Keeping the Ball Rolling with Learning Tools
Learner
In Phase 2, the learners will be engaging in a lot of instruction and group discussion. This phase
may take more than 3 weeks, as it will be a chance for the learners to utilize all of the websites
tools and functionalities. During the discussions, it will be important to foster how each learner
can utilize the tools in his/her own classroom setting. Boettcher & Conrad describes this process
as when, The learners are engaging with the course concepts and applying the concepts with
relative accessible scenarios and problems (p. 101). The class will also discuss any challenges
their users (parents and students) might be experiencing and how to troubleshoot some of those
problems.
Content
Learners will explore and utilize the following SchoolFusion Tools:
a. Course configuration and membership
b. Calendar entries (including links to files)
c. Uploading files
d. Homework (accepting homework online)
e. Quizzes
f. Blogging/websites (creating discussions for student engagement)
g. Announcements (including creating online forms in Google Docs)
h. Online quizzes at the end of each unit. Using the quizzing tool is important to become
acquainted with it. Therefore, the learners will know what it is like to take a quiz using it
as well as creating quizzes for his/her own content.
i. Links (providing additional resources for content)
j. Web 2.0 tools
Phase 3: Late Middle: Classroom Application
Learner
During Phase 3, the course will shift to a more learner-driven experience with application of the
concepts learned from Phase 2 being displayed in the learners own websites. The learners will
be given an opportunity to apply web 2.0 tools to his/her own content and grade level. The
learning community can inquire how specific problems were solved and show creativity in
designing elements for the website.
Content
Learners will be expected to facilitate an online discussion of their own on the course website
among students. The tools from Phase 2 need to be tested and reflected upon (which worked best
for the course content). Mastery of the SchoolFusion tools is priority. Upon application of these
concepts, learners will also need to collaborate effectively with other peers implicitly through
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grouped discussion forums. As Churches describes, Collaboration is a 21
st
Century skill of
increasing importance and one that is used throughout the learning process (p. 7).
Phase 4: Closing Weeks: Advanced Features, Reflecting, and Wrap-up
Learner
In the final phase of this course, learners will fine-tune their website based on discussions, peer
feedback, and by creating a survey for the users of the website (parents and students). The
primary goal is to clarify any misunderstandings, problem-solve for content-specific issues, and
share any closing/concluding thoughts (Boettcher & Conrad, p. 220).
Content
Advanced web 2.0 tools such as screen casting, classroom wikis, and continued participation in
classroom discussions will be expected. Reflecting upon the process of creating an online course
will include final peer review and critiques.
Ten Core Learning Principles
Core Learning Principle
(Boettcher & Conrad, p. 20)

1. Every structured learning
experience has four elements
with the learner at the center.
Each aspect of the course is developed with the learner at the center
because it has been developed by an educator who uses
SchoolFusion daily and understands the communitys expectation for
the use of the website. The instructor will facilitate, support, and
assess the learner through discussions, applicable assignments
(geared to help the educators students), and quizzes. This course
itself is designed using the same tools the learners will be
experimenting with and designing for their own classrooms. The
instructor can provide additional face-to-face support and
differentiation as needed.
2. Learners bring their own
personalized and customized
knowledge, skills, and
attitudes to the experience.
Although there will be a timetable to drive instruction, learners will
play a huge role in how the course is customized. Learners will be
able to share ideas on how to create content-focused websites, share
problems and troubleshoot ideas with other peers.
3. Faculty members / instructors
are the directors of the
learning experience.
The learning experiences will be enhanced by peer reviews and
discussions based on the assignments the learners create for his/her
own classroom. There is some technical instruction available for
those who need it, but it is not required for all to watch the
demonstrations of how to utilize the tools. This allows the learners to
glean information, as they need it. Many have been using
SchoolFusion for several years and do not require step-by-step
instruction.
4. All learners do not need to
learn all course content; all
learners do need to learn the
core concepts.
As the goal of the course is to create an effective website tool based
on the learners needs (grade level, content area, audience), it is
more important for the learners to learn the core concepts and not all
course content. This is especially important for technological
concepts, which are constantly changing and upgrading. If one can
learn the general foundations of creating a course website rather than
step-by-step functions, the learner will be able to transfer the
concepts easily when technologies change.
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5. Every learning experience
includes the environment or
context in which the learner
interacts.
Each lesson is designed to have interactive participation by the class
community (whether by discussing, or creating and applying a new
concept to the course website).
6. Every learner has a zone of
proximal development that
defines the space that learner
is ready to develop into useful
knowledge.
Even if learners have utilized the SchoolFusion website previously,
they have probably not had anyone critique its effectiveness. This
course will challenge the ZPD of each learner by furthering the
development of his/her website and by enhancing it with additional
web 2.0 tools not directly available on SchoolFusion.
7. Concepts are not words but
organized and interconnected
knowledge clusters.
This course initiates the learner to SchoolFusion and all its
functionalities by using the tool to teach the course. It starts out by
using the I Do concept, moving forward to the We Do model
and eventually challenging the learner in the You Do phase. Each
one is essential to the foundation building of using SchoolFusion.
8. Different instruction is
required for different learning
outcomes.
This is essential in the design of the learners own courses. Each
educator has a different course, grade level, and audience to design
for, which thereby create an essential development of differentiation.
For learners who are uncomfortable with technology, step-by-step
instructions will be provided. However, as stated earlier, it is not
required for those who are more experienced.
9. Everything else being equal,
more time on task equals
more learning.
Interacting with, creating, and manipulating information and
applying concepts and skills, is the core of this course (Boettcher &
Conrad, p. 33). This is the very goal of the coursethat each learner
has the opportunity and desire to utilize this tool effectively for
his/her own classroom experience.
10. We shape our tools, and our
tools shape us.
As the working force shifts to digital natives, so too must our
educational system. This course is designed to help the learner
(educators) make the shift in the classroom as well. Although it will
not be the sole tool utilized in his/her classroom, it should start
shifting to being a major component to train our students in how to
use 21
st
Century technology effectively.
Ten Best Practices for Teaching Online
Best Practices (Boettcher &
Conrad, p. 37)

1. Be present at the course site. Facilitation of discussions will play a vital role in this course as the
instructor. Participation will vary based on the needs of each
assignment and discussion. The instructor will also be available for
individual face-to-face instruction after staff meetings when needed.
2. Create a supportive online
course community.
By joining one anothers websites, the learners will get an intimate
glimpse in each others classrooms. This is something that needs to
be prefaced with critiquing protocols and terminology. By creating
similar vocabulary and setting the expectations of the course early,
the course will become a supportive community that challenges the
learner to design an effective website for his/her classroom.
3. Develop a set of explicit
expectations for your learners
and yourself as to how you
will communicate and how
This expectation will be learner-driven as each learner may have
more or less experience with technology. The standard one-week to
complete assignments will be established from the start. However it
may take some learners longer to complete the assignments if they
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much time students should be
working on the course each
week.
need to watch the instructional videos first. The expectation is
completionnot as much for time spent.
4. Use a variety of large group,
small group, and individual
work experiences.
Learners will participate in large group discussion, small group
critiques, and individual assignments assessed by the facilitator.
5. Use synchronous and
asynchronous activities.
The initial meeting will occur synchronously (face-to-face) with
additional meeting times available after staff meetings. Assignments
and discussions will primarily be asynchronous with standard
weekly due-dates set for each.
6. Ask for informal feedback
early in the term.
This will be done using a Google Doc form (survey). The results will
be shared using a Wordle graphic and modification of the course if
needed.
7. Prepare discussion posts that
invite responses, questions,
discussions, and reflections.
Group discussions will be clustered based on level (elementary,
junior high, and high school), which would help with creation of
applicable discussion posts. All discussions will aide with the
creation of the learners websites and with the development of
making it more effective.
8. Search out and use content
resources that are available in
digital format if possible.
Resources will be provided in the links section. These resources
include additional web 2.0 tools and SchoolFusion instructional
documents.
9. Combine core concept
learning with customized and
personalized learning.
Although each learner will have a different need (because their
website content is different), having an open forum for questions,
problem solving, and discussion can make the learning environment
customizable. So even if the facilitator doesnt respond immediately,
someone else in the course might have an answer to a peers
question.
10. Plan a good closing and wrap-
up activity for the course.
A final presentation that includes feedback from surveys (given to
parents and students electronically), peer critiques, and personal
reflection will be done in a face-to-face setting. Upon completion of
this assignment, learners will receive a completion certification.

Tools and Technologies
Every aspect of this course is based on using tools and technologies. Our institution has chosen
SchoolFusion to create classroom websites, which has recently become a part of Blackboard.
Boettcher and Conrad (2010) recommend using a course management system to provide, a
virtual place to gather, meet, think out loud, learn, and practice; these systems are like virtual
classrooms and campuses (p. 59). So by using SchoolFusion to teach the course, all of the
technological tools will be utilized giving specific usage examples and application.

Instruction will be driven by step-by-step demonstrations (lead through several types of web 2.0
tools such as Animoto, VoiceThread, Google Docs, Voki, ThinkLink, and Wordle). These tools
make it possible to design almost any learning experience that you have designed for your face-
to-face environment (Boettcher & Conrad, 2010, p. 58). This experience will hopefully enhance
the SchoolFusion environment and make it more personalized for all users in the community.

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All staff members are connected through Google Chat, which is a, Good, nearly synchronous
tool that faculty can use to be available for quick information checks (Boettcher & Conrad,
2010, p. 59). It is also a great tool to use between learners for quick discussions and questions.
Learner Assessment
Overall creation of classroom website will be observed, critiqued (by peers), and evaluated (by
instructor). Participation in group discussions and peer critiques will be evaluated for
comprehension of good design principles and their application in a classroom setting.
Assessments (70%)
The 70% Assessment, 30% Class Work structure is what this institution uses for classroom
grading policies. Additionally, this course will be pass/fail for a certificate of completion.

Rubric-based creation of Desired Learning Outcomes:
a. Course configuration and membership
b. Calendar entries (including links to files)
c. Uploading files
d. Homework (accepting homework online)
e. Quizzes
f. Blogging/websites (creating discussions for student engagement)
g. Announcements (including creating online forms in Google Docs)
h. Online quizzes at the end of each unit. Using the quizzing tool is important to become
acquainted with it. Therefore, the learners will know what it is like to take a quiz using it
as well as creating quizzes for his/her own content.
i. Links (providing additional resources for content)
j. Web 2.0 tools
Completion 3-Exceeds 2-Proficient 1-Below 0-Not Present
Course configuration and
membership (personal
profile designed, course
theme, description, and
images set, as well as course
membership maintained-
students, parents, and peer
learners are added to the
course).
All 3 present 2 of 3 elements
present
1 element
present
Little or no
evidence of the
calendar tool is
used
Calendar Entries (Weekly
lesson plans uploaded on
Monday, Individual events
such as quizzes added, links
to files added to events as
.PDFs)
All 3 present 2 of 3 elements
present
1 element
present
Little or no
evidence of the
calendar tool is
used
Uploading Files (all files -
handouts, readings,
All 3 present 2 of 3 elements
present
1 element
present
Little or no
evidence of the
SHORT COURSE PROJECT AND DESIGN DOCUMENT VIGIL 9
worksheets- are uploaded,
organized for the class in
folders, uploaded as .PDFs
for universal access)
files tool being
used
Homework (design
homework assignments that
are accessible online,
universal .PDF, and has a
dropbox to return final)
All 3 present 2 of 3 elements
present
1 element
present
Little or no
evidence of the
homework tool
being used
Quizzes (design online
quizzes for students to take,
create categories for
question bank, have students
take the quiz)
All 3 present 2 of 3 elements
present
1 element
present
Little or no
evidence of the
quiz tool being
used
Blogging (design online
questions for students to
discuss classroom content,
decide on discussion norms
and grading scales, moderate
a discussion)
All 3 present 2 of 3 elements
present
1 element
present
Little or no
evidence of the
blogging tool
being used
Announcements (send two
announcements using links,
photos, and embedded html)
All 3 present 2 of 3 elements
present
1 element
present
Little or no
evidence of the
announcement
tool being used
Links (providing additional
resources to the content
information)
Present Little or no
evidence of the
announcement
tool being used
Web 2.0 Tools (utilization of
additional external tools to
enhance the community of
learners among the website)
Present Little or no
evidence of the
announcement
tool being used

Group Discussion Participation (30%)
Group discussions will be both face-to-face and online as scheduled in the course syllabus.
Discussions will be scheduled, and it is required to comment according to the schedule in order
to receive the completion certificate, which would go towards recertification hours. A copy of
this certificate will be kept in your personnel file as well.

Discussion 1: What is the goal/purpose of creating your online course?
Discussion 2: Identify the elements that are necessary for your students to access and use online.
Discussion 3: Describe the challenges in using the SchoolFusion tools thus far?
Discussion 4: What are the benefits of having your classroom supported by your website?

This course is a pass/fail with a certificate of completion available if all assignments, posts, and
discussions are completed within the semester.
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References

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide. San Francisco,
CA: Jossey-Bass.

Churches, A. (2009). Blooms digital taxonomy. Retrieved November 25, 2012.
http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy.

Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed., pp. 40-
41). Alexandria, VA: Association for Supervision & Curriculum Development. Retrieved
November 25, 2012.