Purdue University EDCI 56900

Final Report 21
st
Century Classroom: Prompting a Paperless Journey
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21
st
Century Classroom: Prompting a Paperless Journey
Final Report

Kristina Miller
Purdue University
EDCI 569
Dr. Yang





Purdue University EDCI 56900
Final Report 21
st
Century Classroom: Prompting a Paperless Journey
Page 2 of 8
21
st
Century Classroom: Prompting a Paperless Journey
eLearning Course Final Report

Introduction
Included are my final reflections on the design and development of the course 21
st

Century Classroom: Prompting a Paperless Journey. This eLearning course was created
for EDCI 56900 - Introduction to eLearning.
Summary of the course
This is an introductory course that focuses on taking the mystery and angst out of a
paperless lesson for teachers who are just beginning to incorporate 21
st
century
methodologies and technology into their classroom an entire eighty-minute class. The
courses secondary goal is to demystify Schoology, a learning management system, and
make web 2.0 tools and other applications, links, or video resources accessible. This
course will expand the development of the teachers lesson design thought process,
enhance student experiences via web 2.0 tools, and overcome any barriers that are
prohibiting or limiting the new teachers potential to step up their pedagogic practices
that bound student engagement or the implementation of 21
st
century tools that the
students global skill sets. This course will inspire them and ensure the 21
st
century skills
are being taught and practiced by gaining teacher buy-in and as learners, teachers will
gain a support system that fosters growth and offers an appreciation of the gifts each
learner currently has to offer.

The learner will acquire the skills necessary to implement a paperless lesson through the
imparting of the elements that comprise eLearning within Schoology, including: creating
an online class, sharing assignments and quizzes, developing discussion boards, sharing
links and resources, and the importance of feedback as part of the learning process.
Learners will expound upon their classroom vision for the following school year through
the formation of a classroom vision statement. Learners will be making connections
between methodology in conjunction with various web tools and applications, and
aligning their vision with the districts existing beliefs and expectations for a paperless
classroom. The course will begin with a simple question and build in complexity as the
learner increases their 21
st
century skill set and technological savvy. The target learners
for this prototype are new teachers, teachers with limited knowledge or background with
a learning management system, web 2.0 tools, applications, or all of the previous. It can
also be used to introduce a new avenue for teachers who are looking for a new route to
take as they begin or continue their journey toward a blended and online classroom.
Those enrolled are teachers within the MSD Wayne Township School Systems Ben
Davis Ninth Grade Center.

The course currently contains three modules. The first module is a Home area that
serves as an organizational page that includes announcements and is basically a welcome
page once logged in. This module also contains a survey, course direction document, and
instructor information and background. The Resource module contains just-in-time
resources such as a glossary, course resources, and system assistance. Currently, there is
one learning management system (LMS) specific module called Schoology Basics,
Purdue University EDCI 56900
Final Report 21
st
Century Classroom: Prompting a Paperless Journey
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which serves as an introduction to a LMS and provides tutorials and direction on the
creation of a course within the system. It also contains a sampling of a course so that the
learner can see how the course they are participating in via Course Sites would translate
using Schoology. My desire is, that in the future, another module will be added to
include an introductory course for Course Sites by Blackboard. At this time, there is a tab
called Resources, a specific module introducing several web 2.0 tools and potential
applications to be used by the learner within the classroom. As the course is improved,
resources will be gathered and new modules will be added that include tutorials for
multiple potential tools. The final stage includes a module entitled Feedback where
students can discuss, compare and contrast their lesson design ideas and course itself,
while sharing their trials and tribulations with their classroom implementation that
encompasses the knowledge gained, lessons learned, or questions still remaining. This
module also contains Le Cafe where the learners can discuss, collaborate, and socialize
via synchronous instant messaging.

Course specifics and access instructions
Course Name: 21
st
Century Classroom: Prompting a Paperless Journey
URL: https://www.coursesites.com
Username:
Password:
Overview of the instructional design process
The first part of the planning phase was the front-end analysis to create the instructional
goals and objectives. I struggled with this part of the process because I tended to combine
objectives. I was also unclear about the difference between learning objects and tasks,
and I also needed to work on my assessments and make a final decision. Seeing the
whole picture was easy for me, but the nitty-gritty of the product was difficult for me.
With help from my professor and the strengths of my classmates, I was able to learn
through observation and clarify my ideas and thoughts in order to move toward the final
stage of design and development of my project.

The front-end analysis, which included a learner survey, was expanded based on the
revised objectives and added assessments. I also had to modify a few things based on the
complexity and time restraint of EDCI 569. I also had to modify my learning platform.
In the beginning, I had chosen to utilize only Schoology, but after evaluating the course
flow and usability, I found Course Sites would be the better learning platform to
encompass my eCourse and deliver the material in a way that promised increased
usability and was also visually appealing and aesthetically pleasing for my learner.
Assessments were visibly tied to the objectives set in the front-end analysis and value
was added to measure success by means of applying the new knowledge and skill set
proficiency gained. Peers were given the opportunity to critique and provide feedback
necessary to improve the development of the learners final assessment and product.

Analyzing my project when I wrote my paper prototype was a critical stage for me. This
particular piece of the design process puzzle really forced me to think about and rethink
the connections between the instructional goals, objectives, motivation, and assessment
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Final Report 21
st
Century Classroom: Prompting a Paperless Journey
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for the objectives. It allowed me to organize and narrow down my thoughts. The
storyboard portion was different for me. It seemed redundant at first, but after putting it
down on paper, I realized what a vital piece of my project it really was. The screenshots
from Schoology allowed me to organize the concepts and make them real for me.
Overall, the paper prototype was a wake-up call and allowed me to envision the final
product, as I really wanted it to become.

Deciding to construct the eCourse using CourseSites by Blackboard was teetering in my
mind throughout the entire planning process. I finally came to grips with my instructional
goal, which is to demonstrate and facilitate and decided that Course Sites was the best
learning platform for my usability standards and flow. Many of the elements used in the
site were tutorials that are comprehensive so that the vital content could be illustrated and
easy to understand.

Revisions were made after a formative evaluation and usability test were completed the
final week of the design process.
Pivotal Decisions
I had a difficult time narrowing down my topic for the project. I had already created an
eCourse in a previous class, EDCI 57500 (Distance Learning); I decided to design a
professional development course for the teachers within my building, Ben Davis Ninth
Grade Center. Since there is a new initiative to go paperless next school year with the
awarding of Chromebooks, I felt this would be appropriate and useful. However, I didnt
realize that it wasnt going to be an easy task. Deciding on a subject area was difficult as
far as introducing web 2.0 tools and applications. After much wrestling in my mind, I
came to the decision to include in the Resources module tutorials for using a tool that
was versatile and one specialized subject area tool. I decided on Quizlet and No Red Ink.

My target learners were decided after I made the decision to design a professional
development for the staff at my school. Many teachers are new to using a learning
management system other than My Big Campus, so I believed this would be a great
opportunity to show them there are alternatives, and it isnt difficult to develop a lesson
using Schoology. This was a realistic group of learners that has time built into their
weekly schedule to complete the training. They range in technological experience, yet
each can offer something to the plate through discussions. I also selected this group of
learners because they are motivated to learn new things and able to apply their new
knowledge, skills, and vision immediately. The target learner selection and the topics
without a doubt determined the accessibility, the level of difficulty, assessment tools to
measure growth and success, and the media choices of the eCourse.

I needed media to provide visual tutorials for the course, so I decided to use a variety of
sources. You tube has a lot to offer in the way of tutorials. I didnt have the time to
create my own videos like I had planned on doing due to time constraints and access to
the tools necessary to carry this out. This is one major modification I plan on making in
the next few weeks.

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Final Report 21
st
Century Classroom: Prompting a Paperless Journey
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I am satisfied with the modular format of the course. I really felt that for the best usability
results I needed to create a course that sat under an umbrella, not one that is just existing
and more difficult to maneuver with a time constraint for the learners. I want to continue
to add to the course so that my learners can refer back to it or pass it on to other teachers
to use in order to meet the expectations of the district and the demands of our 21
st
century
classroom. I felt it was extremely important to create a place where the learner would
gain general knowledge about another tool while exploring another. I wanted the
information to be able to be shared between learners too. This space needed to be where
the general knowledge and resources shared and gained from all of the modules and
learner experiences could be shared easily, as well as added to after the fact.

Design and development challenges
I struggled with the scope of the project right from the start. I had high hopes and
expectations. I didnt see the detours and side roads that were a part of my journey. In
order to make it to my final destination, I had to be creative and simplify the design and
the objectives of my project. I didnt want my project to become too complex, so after
reading the advice of my peers and professor, I decided to go ahead and focus on the
basics of integrating a LMS and allowing my learners to learn from one another via
discussion forums, and assess them using a checklist and having the learners peers
evaluate a video of the lesson designed within each others classrooms.

Another challenge I faced was technical. I had to learn how to create the course using
CourseSites as the LMS. I learned how to design a course like Purdue offers. It took me
awhile to figure out the best way to share my videos, but I loved the organization it
offered.
Formative evaluation and feedback
I had two people review the course: two fellow teachers within my building. The
experience ranges needed to be a contributing factor in order for them to evaluate the
course. They met my target audience criteria. Each had limited experience with
Schoology, but one had experience with a few web 2.0 tools and other applications and
used technology consistently within the classroom. The other evaluator rarely used
technology in the classroom to deliver or practice with content, nor did were they familiar
with learning using a platform like Course Sites.

The feedback I received was positive. They gave feedback that revolved around the
usability of my course (I gave them a checklist) and really like the fact that it was self-
paced and offered video tutorials. The piece they really enjoyed using was the discussion
forum. They liked how they had the opportunity to collaborate with their peers and share
their vision statements with one another to receive constructive feedback. The other piece
they thought was useful was the inclusion of The Caf module because it offered real
time learning opportunities with me and the other participant.

As far as technical challenges and feasibility of the chosen media, I learned that the
course videos work with using a QuickTime plugin. Because the course relies so heavily
on video, I was really worried that it would turn out to be a criticism as far as the
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Final Report 21
st
Century Classroom: Prompting a Paperless Journey
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usability of the site. Luckily, there were no issues. I did decide to provide the links for the
learner to copy and paste in another window so that they could complete the course with
a dual screen feature.
Merrills five-star rating system
Type of Instruction:
As an experiential course with a basis in the tutorial methodology, critical thinking is
encouraged and occurs through the guidance through the content so that the learner can
construct their own knowledge and experiences, share them with the other learners and
assess transfer via discussions and visual media (video of the lesson designed and
implemented which illustrates the Schoology course).

Problem (Is the courseware presented in the context of real world problems?):
Absolutely, this course exhibited the characteristics of real world challenges for the
modern teacher. I did not use case based scenarios, but looking back, this may be
something I implement in the discussion forum. Learners do provide personal vantage
points about the incorporation of technology into their content area, as well as
implementing a course of action for a paperless classroom in the year to come.



Activation (Courseware activates relevant prior knowledge or experience):
Without hesitation, I would say that this course definitely directs the learner to recall,
relate, describe, and apply knowledge from their experiences and current skill sets in
order to apply knowledge to create a solid foundation for creating and developing their
own lesson. Not to mention, they are asked to discuss challenges and benefits of
eLearning, as well as evaluate one anothers lesson design and course.

Demonstration (Illustrations/Examples are consistent with the content being taught): The
entire course is an example of what the learner is expected to produce as an end product.
Demonstration of learning will be exhibited when learners create and develop their own
eighty-minute lesson that requires them to change their methodology and pedagogical
performances and comfort levels. The expectations are laid out within the course itself
and within a model of a Schoology course.

Application (Are the application [practice] and the post-test consistent with the stated or
implied objectives?):
There isnt a post-test in the traditional sense, but the answer is yes. This course asks the
learners to create and develop a course within Schoology that will require them to
illustrate their understanding and knowledge of the elements of designing and developing
a paperless lesson for each module. The measure of success will be in the transfer of
knowledge based on the given learning objectives for the Schoology module and
feedback provided throughout the discussion forums that exhibit a change in thinking or
growth in the development of a lesson.

Integration (Does the courseware provide techniques that encourage learners to
integrate [transfer] the new knowledge or skill into their everyday life?):
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Final Report 21
st
Century Classroom: Prompting a Paperless Journey
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Integrating the new knowledge or skill into their daily pedagogy is an absolute. The
knowledge gained and demonstrated during this course is probably not relevant to
everyday life, but it is to the teaching daily life. Knowledge will be used for the practical
use on an every day lesson design basis.
Lessons learned, implementation, and recommendations
I learned about my weaknesses as an instructional designer and how to overcome them. I
have also learned that it takes a mass amount of time to design and develop a project that
will provide the learner with a sense of comfort and ease in navigation and
understanding. I assumed a lot about my learners, but in the end that wasnt a huge factor.
The formative evaluation and usability tests reveled modifications that needed to take
place in order to better prepare my less experienced user.

I think that starting at the very beginning on my project would have been a better way to
go about its completion. I still have quite a few hiccups. It took me entirely too long to
decide on a learning platform and that hurt me. The quality of some of the content and
assessments deteriorated because of the amount of content I tried to cover within the
short timeframe.
Conclusion
I was happy I was able to produce a project that will actually by implemented and help
my peers prepare for a paperless lesson. I was happy two of my peers actually gave me
constructive feedback and enjoyed the course and have actually applied the tools
introduced into their lesson design. The brevity of the course helped to engage the learner
and sharing with their peers opened a new route for them. Being able to explore and
share with peers and connect was the key. I learned a lot about how adults look at
training and how very valuable their time is. I also learned how to use a new learning
platform and have since applied it within my own lesson design.

I would like to participate in a course that would broaden my knowledge of learning
management systems and become proficient in a few more so that I have a multitude of
resources and skills to offer my peers and district.


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Final Report 21
st
Century Classroom: Prompting a Paperless Journey
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Works Cited

Dick, W., Carey, L., & Carey, J. O. (2009). The Systematic Design of Instruction. Upper
Saddle River, NJ: Pearson.

Driscoll, M. P. (2005). Psychology of Learning for Instruction (3rd ed.). Boston, MA:
Pearson.

Horton, W. (2012). E-Learning by Design. San Fancisco, CA: Pfeiffer.

Mager, R. F. (1997). Preparing Instructional Objectives. Atlanta, GA: CEP Press.

Merrill, M. D. (2001, April 27). 5 Star Instructional Design Rating. Utah State
University.

Merrill, M. D. (2002). First Principles of Instruction. Educational Technology Research
and Development , 50 (3), 43-59.