Running head: ISD PROJECT

Instructional Design Project: Web 2.0 and Social Networking Among Educators Lotsie Wooten, Kimberly Body, Beth Andrews, Matthew Cassidy, and Christopher Rudolph Liberty University EDUC 633 D01 14 August 2012

ISD PROJECT Instructional Design Project: Web 2.0 and Social Networking Among Educators Needs Identification Educators often feel disconnected because they do not have adequate professional development. With all of the initiatives that educators are constantly dealing with, in-service days rarely provide the time needed to ensure that they are equipped with adequate professional development. Teachers, researchers, and policymakers consistently indicate that the greatest challenge to implementing effective professional development is lack of time (Abdal-Haqq, 1996). Educators need to have just in time resources to solve problems in the classroom and improve instructional practices. How can educators ensure that they have access to these

resources and how to use them? Educators that develop social learning professional networks can facilitate their own opportunities (Lightle, 2010). Goals Statement The goal of this instructional design project is to teach educators how to develop and coordinate their own personal social professional learning network for education using LinkedIn, TweetDeck, Sophia, and blogging sites with an aggregator. With educational professionals being able to identify ways in which they can personally adapt social networks to their own professional learning opportunities as well as ways in which they can utilize the social network possibilities within the classroom, this instructional material will be instructional in setup and function but useful in collaboration and integration for educational professionals and students alike. This project is designed to be presented during technology training during professional development opportunities, through directed individual presentation instruction through a wiki and web-based opportunities to encourage professionals, as well as personal search by an educational professional desiring to explore social media to engage their own needs or their

ISD PROJECT classroom needs. The concept of having individual learning and/or project quality outcomes as

goals is supported as being collaborative work design within the text of Clark and Mayer (2011). Task Analysis

ISD PROJECT Context and Learner Analysis The Eastern Lancaster County School District is embarking on a journey to transform

instructional strategies in the classroom. Specifically, the Garden Spot Campus which consists of the high school and middle school are ramping up for the Anytime Anywhere Learning (AAL) initiative that will begin the integration of new instructional strategies and technology tools to transform teacher-centric classrooms into student centered learning environments. Technology tools such as a content learning management system and a one-to-one mobile environment are being incorporated in support of these instruction strategy integrations. Research-based instructional strategies such as problem-based learning and promising new strategies such as the flipped classroom and hybrid learning will be the heart of the instructional delivery in the classroom (Jones, 2012). The district recognizes the professional development challenges that the integration of new technologies and new instructional strategies will bring. Administrative leadership is dedicated to providing quality formal professional development in all core content areas of integration, however; they do recognize that educators also need to develop their personal professional development to sustain and grow in their professional knowledge as a teacher. As part of the AAL initiative, the district is dedicated to provide formal professional development in the area of educators developing their own Social Professional Learning Network (SPLN) where they can learn from and share knowledge of innovative instructional and technology integration strategies (Jones, 2012). The district will provide training through the use of a formal E-Learning course. Most Garden Spot Educators have taken an online course at some point in their career, however; administrative leadership is sensitive to the needs of those who may not understand the nature of

ISD PROJECT E-Learning. The spectrum of knowledge concerning technology and student-centered instructional strategies varies tremendously as does the range of years of experience among

educators. The district will ensure that E-learning will be formulated to represent information in multiple formats and media, provide multiple pathways for adult learner action and expression, and provide multiple ways to engage adult learner interest and motivation. Expectation from adult learners, by the end of this course, is that they will have the knowledge, tools, and the framework created for their own SPLN. Instructional Objectives Based upon the information gathered from the needs assessment, task analysis, learner and context analyses, and goal, the instructional objectives were formulated. The foundation of an effective instructional design project relies heavily upon a set of clear objectives (Szapkiw & Szapkiw, 2010). The main idea of this project is for learners to identify an interpersonal learning network need and learn how to search for the information needed using social professional learning networks. The objectives listed below allow learners to visit social professional learning network sites like Wordpress, LinkedIn, TweetDeck, and Sophia. Specific objectives are provided for each site that is intended to broaden the participants knowledge base of their individual learning needs. Exposure to these social professional learning networks will provide access to various resources that can benefit learners current professional development desires or future desires.

ISD PROJECT

Goals

Objectives The learner will identify an interpersonal learning network need and write about it on their Wordpress blog. The learner will subscribe to Wordpress, an online blog site, to create a user homepage.

Goal 1: Recognize the importance of creating your own social professional learning network.

Goal 5: Use blogging sites to develop a social professional learning network.

Goals

Objectives The learner will subscribe to LinkedIn and create a user profile. The learner will add additional users with common interests through their LinkedIn account. The learner will find or create a public group on LinkedIn relevant to their interpersonal learning network need. If the user opts to create a group they will invite users with common interests to join the group.

Goal 2: Use LinkedIn to develop a social professional learning network.

Goal 5: Use blogging sites to develop a social professional learning network.

The learner will write about their LinkedIn experience in their Wordpress blog.

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Goals

Objectives The learner will subscribe to TweetDeck and create a user profile. The learner will follow, through the use of #hashtags, users with common interests on TweetDeck. The learner will post to or create a #hashtag on TweetDeck relevant to their interpersonal learning network need. The learner will write about their TweetDeck experience in their Wordpress blog.

Goal 3: Use TweetDeck to develop a social professional learning network.

Goal 5: Use blogging sites to develop a social professional learning network.

Goals

Objectives The learner will subscribe to Sophia and create a user profile. The learner will search subject matter on Sophia related to their interpersonal learning network need. The learner will post to or create a thread on Sophia relevant to their interpersonal learning network need. The learner will write about their Sophia experience in their Wordpress blog.

Goal 4: Use Sophia to develop a social professional learning network.

Goal 5: Use blogging sites to develop a social professional learning network.

ISD PROJECT Assessment The important process of assessment is integral to education. Stiggins and Chappuis (2005) identified that the implementation of assessments will serve the important functions to monitor student learning, improve academic programs, and enhance student learning. By helping students and educators to evaluate the learning processes and procedures, assessments can report the matrix of learning and allow the style and format to be considered for adaptations based on deficiencies. The assessments within this current project reflect brain-based learning in that it is learning which is established through teaching with a collaborative effort which is flexible between the student and the teacher (ISTE, 2008). There is positive integration between the student and educator as just-in-time (JIT) learning occurs for the student making critical decisions as to what resource is appropriate for the task (ISTE, 2008). Technology is introduced through multiple variations and aspects of learning. The use of software which may administer testing, record grading and attendance, as well as offer advanced features are a means by which instructors and students alike may enjoy quick and centralized processing of assignments and tasks, rubrics and grading, processing of course documentation and learning strategies. Picciano (2011) identifies a variety of systems that are supported in course management software (CMS)

which will aid in these processes. These types of CMSs include Blackboard and WebCT or with more primitive response management products such as Survey Monkey. Through this project, the assessments will be interactive requiring the activities of the project to be assessed by completing the tasks and completing interactive response assessments as well as TweetDeck posts relaying the information via #hashtags of the student learning as shown on a Sample Printed Interactive Assessment Tool (See Appendix A). These interactive

ISD PROJECT assessments are a means of assessing and viewing the students progress in accomplishing the JIT learning outcomes. These assessments also provide a platform for AAL to occur and assessment evaluation to be completed at a later time through following the implementation of

the users through the #hashtags and through their blog posts. The printed assessment is available and posted on the wiki for general instruction, learning application and assessment to be followed at spln.wikispaces.com/Sample+Assessments. A combination of methods in this instance of distance learning using technology in this manner allows for both synchronous and asynchronous methods of completing the needs of educators through their professional development and use of these technologies. An example of providing the assessment in an asynchronous or synchronous method is by having the survey processed through SurveyMonkey. This tool can be utilized for free to accumulate written responses through technology which would could be processed with reports to all participants or used for the educators review. A sample survey identical to the survey in Appendix A was emailed to all ISD participants with the limitation that each email address is connected directly to the survey and is not forward-able to others. Whether utilizing a print form of the survey found in Appendix A or an automated survey system, the responses to the questions can be found through the #educ633 #hashtag and be quickly identified, collected, researched and graded based on participants, participation, blogging responses, and identifying the names and users within the LinkedIn, TweetDeck, Sophia and blogging community. All users then also have access to everyone participating within the class with one quick search within the TweetDeck responses at #educ633 or whatever self created future TweetDeck #hashtag a new course instructor wants to create. By connecting the technology with the

ISD PROJECT educator in and out of the classroom, educators can expand their learning network and the learning networks of their students. Relationship chart one.
Task and/or Goal Objective ALL Total Time for All Tasks and/or Objectives Task Time mins 120 Action Relationship Between Objective and Assessment With a 2 hour timeframe, it is possible to have plenty of time for instruction, setup, creation of topics, user interface, assessment and question/answer time for all tasks and objectives. After following wiki instructions and setting up the professional network including searching topics, user will have a working knowledge of the functions and interrelationship of the tools. Identifies relationship need for the professional At each step of process, blogs are created to assimilate information as well as to note progress in learning and concepts of each objective. Q & A format if live instruction for professional continuing education.

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Assessment Tool Question Relationship 1 2 3 4 5 6 7 8 9

ALL

Read wiki then follow instructions

Identify Need for Social Professional Learning Network Blog regarding the Need for a Social Professional Learning Network Question and Answer at each interval for 5 mins each

ALL

ISD PROJECT Through each goal and process of the objectives within the goal, the assessments are confirmed as an easily attainable function of the learning and practicing experience. Relationship chart two.
Task and/or Goal Objective 2 Create LinkedIn 2 Add users 2 Search/create within the LinkedIn platform

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ALL

3 3 3

ALL

Task Action Relationship Assessment Tool Question Relationship Time Between Objective and -mins Assessment 1 2 3 4 5 6 7 8 9 2 x x Creation of LinkedIn 5 x x Users with like interests 5 LinkedIn network and x x those with like interests and professional backgrounds are identified. Blog regarding the 5 Blogging function for x x creation, use, search informative feedback within LinkedIn on the process of LinkedIn. Question and Answer 5 Q & A format if live at each interval for 5 instruction for mins each professional continuing education. 2 x x Create TweetDeck Creation of TweetDeck 5 x Add TweetDeck users Users with like interests x Search/create within 5 x x x x x x x x x This process allows the TweetDeck interaction at every platform turn through the assessment process of what was completed in the instructional portion of learning. Blog regarding the 5 Blogging function for x x creation, use, search informative feedback within TweetDeck on the process of TweetDeck. Question and Answer 5 Q & A format if live at each interval for 5 instruction for mins each professional continuing education.

The tools relate within the wiki and the assessment each step of the way.

ISD PROJECT Relationship chart three.

Task and/or Goal Objective 4 Create Sophia 4 Add Sophia users 4 Search/create within the Sophia platform 5 Blog regarding the creation, use, search within Sophia Question and Answer at each interval for 5 mins each Create Blog Blog regarding the Need for a Social Professional Learning Network Task Time mins 2 5 5 Action Relationship Between Objective and Assessment Creation of Sophia Users with like interests Sophia network and like users identified within the format to create relational users. Blogging function for informative feedback on the process of Sophia. Q & A format if live instruction for professional continuing education. Creation of Blog Blogging provides for information within the format of explaining from the users vantage point what occurred and the areas of interest which were discovered or created by the user. Q & A format if live instruction for professional continuing education. Through Assessment tool in either format, instructor can assess use, function of the 3 SPLN Tools as well as track the blogs posted about these three tools.

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Assessment Tool Question Relationship 1 2 3 4 5 x x 6 7 8 9 x x x

ALL

5 5

10 listed above in each section of goal

x x

x x

ALL

ALL

Question and Answer at each interval for 5 mins each Assessment Tool Questions answered via SurveyMonkey submission or written submission along with review of Tweets on TweetDeck and referenced Blog link for processed responses.

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ISD PROJECT Instructional Strategy

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The main thought in strategy as considered by Dick, Carey and Carey (2009) and others include the common theme which runs throughout the models and constitute the learning context. This learning context is focused on three items including the content, the intended outcome and the nature of the students (Simonson, Smaldino, Albright & Zvacek, 2012, p. 159). Through this project, the content of instruction includes engaging the learner within each of the formats to use and intertwine the technologies. The intended outcome of this project includes utilizing the instruction of the technologies as well as for the learners to create their own social professional network. The nature of the students include educators that will utilize these technology strategies for their own growth, the growth of their peers and the growth of their students as the technologies best fit into each individuals own educational parameters. The instructional strategy for this project includes the following: Pre-instructional/Orientation Activities a. Learners will access a wiki with complete instructions for the course. b. Learners will review the sites posted on the wiki. (See Participation chart one above.) Learner Groupings a. Learners will work individually but will interact socially as a group through technology. (Through the wiki instructions and through posting on TweetDeck, inviting others to participate in their interests, and following and participating with others in their prepared interests, learners will be interactive.) Practice Activities

ISD PROJECT a. Learners will visit sites posted on the wiki and complete assigned tasks.

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b. Using WordPress, learners will reflect on their learning experiences at each site. (See Participation charts one, two and three above. Each participant will be a learner functioning within the application and practice functions of creating, searching and using the sites as well as blogging on each.) Post Assessment

a. Using SurveyMonkey, the learners will complete a survey with interactive technology.

(See Participation chart three above. Each participant can take part in assessment as desired by instructional leader with a solely media based assessment or with a printed assessment with interactive use of a media device to complete functions which are then searchable by the instructor in a single location within TweetDeck and potentially within SurveyMonkey if media based assessment is selected.) Media Selection Media should reinforce, support and in and of itself should be a tool for interpretation and delivery of content (Szapkiw & Szapkiw, 2010). This fact is expanded on within our media selection to utilize synchronous and asynchronous interactivity and use of media to reinforce learning and connect learners. Additionally encouraged in our reading were the issues of media richness and social presence presented by Moore and Keasley (2005). These two factors are wrapped throughout our media selections to give credibility to the interactivity of media and the reinforcement of the social outlets utilized in this project. The general principles which Szapkiw

ISD PROJECT and Szapkiw (2010) relate to the learners include sustainability, usability and functionality.

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Through this project, these three principles are encouraged and the interconnectivity of the media functions and actions of the users are relayed as the learner interacts with the media. This project will use a series of social networking websites, and online tools to facilitate professional development in the use of Web 2.0 specifically the use of social media. This project begins with a wiki located at https://spln.wikispaces.com/. This wiki gives the instructions that lead the student through projects on Wordpress, LinkedIn, TweetDeck, and Sophia. The project also includes a recommended survey through the use of SurveyMonkey. These surveys can be designed for specific individuals through the use of their email address. As stated in Participation chart one above the use of the wiki and the functions of actively using media to be the source of learning is potentially self-supported; however, this could be taught within a continuing education or professional development opportunity which would allow the interaction of individuals within the learning environment. These individuals would have an opportunity for question and answer time built into the training. Two hours would be allowed for use of all media through a face to face or interfaced live session to allow for completion of activities through media and the question and answer time. Should a self-supported time be desired, the timeframe would be minus the question and answer interactive time and be supported in just a little more than 90 minutes overall.

ISD PROJECT Media Selection Planning Charts

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Media Selection: Word Press Activity and Assessment

Activity that this media will be used for: This media will be used by the students to reflect on their experiences throughout the course.

Are additional supports needed to access the media (e.g. plug-ins, special software, etc.)?

To create a blog all the user needs is internet connection, access to www.wordpress.com, and an email address. In the event that the user would like to do additional things like create web pages, plug-ins are available but are not necessary components for this project.

What are the computer capability requirements that learners need to use the media?

Computers should be internet accessible.

What are the bandwidth requirements that learners need to use the media?

At a minimum, learners will need at least 56kbps or a dial-up modem speed.

Who will create the media? What skills are needed?

Students will create their Word Press blog accounts. All that is needed is an email address, user name, password, and theme selection to do so.

What skills will the users (instructor and students) need? How will skills be developed?

The users will need to know how to create blog posts. The skills will be developed by using the instructions on the common wiki page as a guide. The instructor will need to know how to follow students blog posts.

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Media Selection: LinkedIn Activity

Activity that this media will be used for: This social media website will be used to interact with other users and groups of users to gain pertinent information that the learner can learn from, ask questions that the learner would like to know, and for the learner to post reflections of current educational practices.

Are additional supports needed to access the media (e.g. plug-ins, special software, etc.)?

To create a group, join a group, or view a group, all the user needs is internet connection, access to the LinkedIn website: http://www.linkedin.com through a standard web browser, and an email address. The email address is used to register or create a profile.

What are the computer capability requirements that learners need to use the media?

Computers should be internet accessible.

What are the bandwidth requirements that learners need to use the media?

At a minimum, learners will need at least 56kbps or a dial-up modem speed.

Who will create the media? What skills are needed?

Students will create their LinkedIn accounts. All that is needed is an email address, user name, password, ability to add people to their social network, and create and/or join groups.

What skills will the users (instructor and students) need? How will skills be developed?

Learners will need to know how to create an account. Learner skills will be developed by using the instructions on the common wiki page as a guide. The instructor will need to know how to follow students blog posts as the learner reflects on learning experiences.

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Media Selection: TweetDeck Activity

Activity that this media will be used for: This social media application will be used to gather tweets into an organized fashion so that the learner can interact with other users and groups of users to gain pertinent information that they will be able to learn from, ask questions that they would like to know, and for the learner to post reflections of current educational practices.

Are additional supports needed to access the media (e.g. plug-ins, special software, etc.)? What are the computer capability requirements that learners need to use the media? What are the bandwidth requirements that learners need to use the media?

OS 10.6.6 or higher, Windows XP or higher, Android Gingerbread or higher for tablets or phones, and I-phone.

Learners need to know how to install the application, an internet connection, and a username and password for Twitter.

At a minimum, depending upon the device, learners will need at least 56kbps or a dial-up modem speed if it is a computer. If it is a mobile phone, they will need 3G access or Wi-Fi access to an access point with an internet connection with at least 56k.

Who will create the media? What skills are needed? What skills will the users (instructor and students) need? How will skills be developed?

The learner will create tweet posts, create columns of their favorite twitters, and tweet to #hashtags.

Learners will need to know how to create an account. Learner skills will be developed by using the instructions on the common wiki page as a guide. The instructor will need to know how to follow students blog posts as the learner reflects on learning experiences.

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Media Selection: Sophia Activity

Activity that this media will be used for: This social education site will be used to research or create a tutorial to add to the large library of information available from peers.

Are additional supports needed to access the media (e.g. plug-ins, special software, etc.)?

Learners have access to this particular platform from any computer that is connected to the Internet.

What are the computer capability requirements that learners need to use the media?

Learners will need to be able to enter their personal information for registration for the website, and then be able to either browse and research items or create a tutorial on their own.

What are the bandwidth requirements that learners need to use the media?

Any bandwidth will do, but broadband access is recommended due to videos and animations that have large file sizes.

Who will create the media? What skills are needed?

The learner will either create a tutorial on a topic of their choosing, or research a topic of their choice.

What skills will the users (instructor and students) need? How will skills be developed?

Learners will need to know how to create an account. Learner skills will be developed by using the instructions on the common wiki page as a guide. They will also need to browse the Sophia site to research a topic or create a tutorial of their own.

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Media Selection: Survey Monkey Assessment

Activity that this media will be used for: This media is ideal for free use by offering surveys and assessments which are 10 questions or less with direct interaction via email to the participants. For class and instructional use, the email address for random access response or timed accessibility response can be integrated to allow instructors to receive feedback and produce reports based on the feedback of the surveys and assessments. No additional supports are necessary as Survey Monkey prepares all of its own support internally. The preparation of surveys at www.surveymonkey.com contains all that is required to generate the surveys successfully. For reports to be generated in expanded format (excel, pdf, etc) or to adjust or expand or customize information into the reports or the surveys themselves, upgrading the media to a subscription rate may be recommended. However, standard format is very useful and easy to work with for various multiple choice, fill in the blank, Likert scale, random order placement and other types of assessments. Any computer with internet capabilities can allow users with an email address to create and respond to surveys. The process is simple, adaptable, and editable to accommodate first time users. There is a helps section which has many suggestions readily available. There are no specific bandwidth requirements. Only requirements are if there is access to the internet by the creator of the survey and the survey taker. Any user can create the media. The questioning options can be closed to open and simple to more advanced. No specific skills are required; however, asking the right questions are always important when creating assessments. So thinking through the question and the outcome based on the question is an important factor. Because the questions can be edited easily by the creator, going back and adapting the question several times makes this assessment format easy to use and prepare!

Are additional supports needed to access the media (e.g. plug-ins, special software, etc.)?

What are the computer capability requirements that learners need to use the media?

What are the bandwidth requirements that learners need to use the media? Who will create the media? What skills are needed?

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What skills will the users (instructor and students) need? How will skills be developed?

The assessments are in survey format with either a mouse use to select the proper answer or with typing skills to type in the text boxes which are fill in the blank. No additional skills are required. This media is adaptable for use with voice activated products as well for those who are hearing impaired or physically impaired for typing. This is helpful for the developer as well as the assessment taker.

Media Selection: WikiSpaces Content Delivery

Activity that this media will be used for: This media is designed to provide the instructions that lead the student throughout the educational portion of the project.

Are additional supports needed to access the media (e.g. plug-ins, special software, etc.)? What are the computer capability requirements that learners need to use the media? What are the bandwidth requirements that learners need to use the media? Who will create the media? What skills are needed? What skills will the users (instructor and students) need? How will skills be developed?

For this media the student will simply need internet Access, and the link to the wiki where the instructions are (https://spln.wikispaces.com/).

This media will require an internet browser like Internet Explorer, Safari, or Firefox.

At a minimum, learners will need at least 56kbps or a dial-up modem speed.

The media is created by the ISD group, and is provided solely for student use.

The users of this media will need to know how to use an internet browser, and be able to follow the instructions provided on the wiki.

ISD PROJECT References

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Abdal-Haqq, I. (1996). Making time for teacher professional development. ERIC Clearinghouse on Teaching and Teacher Education Washington DC, 26(3), 23-27. Clark, R.C., & Mayer, R.E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (3rded.). San Francisco, CA: Wiley & Sons. Dick, W., Carey, L., & Carey, J.O. (2009). The systematic design of instruction (7th ed.). New York, NY: Longman. Hall, D. (2008). The technology directors guide to leadership. Eugene, OR: ISTE. Jones, R. A. (2012). What were they thinking? Instructional strategies that encourage critical thinking. The Science Teacher, 79(3), 66+. Retrieved from http://go.galegroup.com.ezproxy.liberty.edu:2048/ps/i.do?id=GALE%7CA295060744&v =2.1&u=vic_liberty&it=r&p=ITOF&sw=w Lightle, K. (2010). Using social media to build an online professional learning network of middle level educators. Knowledge Quest, 39(2), 48-53. Retrieved from http://search.proquest.com/docview/816915978?accountid=12085 Moore, M.G., & Keasely, G. (2005). Distance education: A systems view of online learning (3rd ed.). Belmont, CA: Wadsworth. Picciano, A. (2011). Educational leadership and planning for technology (5th ed.). Hunter College, NY: Allyn & Bacon. Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.). Boston, MA: Allyn & Bacon. Stiggins, R., & Chappuis, J. (2005). Using student-involved classroom assessment to close achievement gaps. Theory Into Practice 44(1). pp. 1118.

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Szapkiw,M. & Szapkiw, A. (2010). Modules 4 and 5: Design [Powerpoint]. Liberty University Online.

ISD PROJECT Appendix A Sample Printed Interactive Assessment Tool

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This assessment requires the use of your mobile unit (Smartphone, iPad, laptop, etc.) to complete. You may use your handouts and other materials to complete the appropriate answers and respond through the printed page and the technology tasks included. Your Name__________________________________________ (4 points) Complete the following tasks on your technology of choice as well as on the printed page below: (4 points each response) 1. What is your TweetDeck name? _______________________________________ Tweet this on TweetDeck along with the #hashtag #educ633. 2. What is your LinkedIn name? _________________________________________ Tweet this on TweetDeck along with the #hashtag #educ633. 3. What is your LinkedIn current job line for someone trying to find you? __________________________________________________________________ Tweet this on TweetDeck along with the #hashtag #educ633. 4. What is your #hashtag of interest? ______________________________________ Tweet your #hashtag of interest or the one you created along with #educ633 on TweetDeck. This would be similar to: #allthingsscience #educ633 5. What is your Sophia name? ____________________________________________ Tweet this on TweetDeck along with the #hashtag #educ633. 6. What is your Sophia topic of interest? ____________________________________ Tweet your Sophia topic of interest on TweetDeck along with the #hashtag #educ633. 7. What is your WordPress blog site? _______________________________________ Tweet this on TweetDeck along with the #hashtag #educ633. Select the correct answer: (4 points) 8. A #hashtag is used to direct a specific comment: ____ ____ ____ ____ To be mixed with my scrambled eggs. #scrambledeggs To dial the hotel switchboard operator. #0 To categorize tweets and help them show more easily. #tweetkeywords To be a directive for driving instructions. #turnleft

ISD PROJECT 9. In random order below, please correctly order items 1 through 16 which would be your assigned steps of creating your professional learning network as assigned in this course with 1 being the first task to do and 16 being the last task to do. (4 points each) ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ Add LinkedIn users. Blog about your LinkedIn experience. Create a LinkedIn group or find a relevant group to join. Create a blog account. Post a blog of interest. Setup Sophia user profile. Post or create a thread of Sophia learner/user interest. Create a LinkedIn account. Create a TweetDeck account. Setup a LinkedIn user profile. Create a Sophia account. Follow #hashtags or create relevant TweetDeck #hashtags of interest. Setup TweetDeck user profile. Blog about your Sophia experience. Blog about your TweetDeck experience. Follow additional bloggers of interest.

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This grading scale could be one point per item or 4 points if working toward 100 points. Students who post to Twitter educ633 but forget the actual #hashtag within their tweet could receive partial points for a larger grading scale. A free SurveyMonkey survey could be created and emailed directly to the participants (scheduled for a certain time) to take in a synchronous or asynchronous activity which would provide feedback and tracking for participants in this

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learning tool. The #hashtag following could easily be modified to be relevant and current to the group utilizing the training. The types of SurveyMonkey questions asked above utilized the following test options: text box, multiple choice-one answer, random order selection. There are many more options available within the design and delivery of individual SurveyMonkey assessments, including multiple choice, multiple correct answer, and even a Facebook app which allows integration to post the survey through Facebook. The interactive commands created on the survey above can be distributed in print via email or embedding the instructions within a CMR if the educational system is supported by one. The question #9 random assignments are in random order selected by SurveyMonkey and random to each person receiving the survey. Thus it has been left in random order above to display the random function which would have numbers 1-16 in the lined answer key above as a pull down tab to properly order the items.