Running head: ISD PROJECT UPDATE GROUP 2 1

ISD Project Update Group 2

(Cynthia Johnson, Karen Owens, Brian Stewart, Christie Wade)

EDUC 633

Cynthia Johnson

Liberty University
ISD PROJECT UPDATE GROUP 2 2

Table of Contents
Analysis........................................................................................................................................... 3
Needs identification: ................................................................................................................................. 3
Goal Statement: ........................................................................................................................................ 4
Task Analysis ............................................................................................................................................. 5
Learner and Context Analysis ................................................................................................................... 6
Design ............................................................................................................................................. 7
Instructional Objectives ............................................................................................................................ 7
Assessments .............................................................................................................................................. 8
Instructional Strategy.............................................................................................................................. 10
Instructional Strategy Chart .......................................................................................................... 13
Media Selection ............................................................................................................................ 16
Media Explanation .................................................................................................................................. 16
Media List – Types and Application ........................................................................................................ 18
Media List: Connections to Objectives ................................................................................................... 19
Media Resources – Requirements and Concerns ................................................................................... 21
Course Planning Chart for Media Use ..................................................................................................... 23
References ..................................................................................................................................... 24
Appendix:...................................................................................................................................... 28
Train-the-Trainer ..................................................................................................................................... 28
Facilitator: Requirements ................................................................................................................... 28
Facilitator: Monitoring Participants .................................................................................................... 29
Facilitator: Process for Approval ......................................................................................................... 29
Instructional Strategy of the Workshop.............................................................................................. 29
Surveys .................................................................................................................................................... 31
Pre-Assessment Survey: To be completed and returned one week prior to workshop ..................... 31
Post-Assessment Survey: To be completed at end of workshop........................................................ 33
Follow Up Assessment Survey: To be completed one year after the end of workshop ..................... 35
ISD PROJECT UPDATE GROUP 2 3

ISD Project Update Group 2

(Cynthia Johnson, Karen Owens, Brian Stewart, Christie Wade)

Analysis

Needs identification:

Developmental, or remedial, math programs exist to help students develop the math skills

needed to successfully complete required math courses. (Bonham & Boylan, 2011). Generally,

developmental math programs are ineffective (2011). Studies have shown that approximately 68

percent of new college freshmen at the community college level are placed in developmental

courses (Logue, 2018), revealing deficiencies in math understanding in the K-12 context as well

as in higher education. The downward trend of math competence continues to grow, despite

some recent successes (Bisk, Fowler, & Perez, 2018; Schak, Metzger, Bass, McCann, & English,

2017; Smith, 2018). The few successful developmental math programs are utilizing many of the

best practices for math education, which call for classroom activities such as cooperative

learning, explicit step-based instruction per math topic (Carafella, 2016), and early and often

effective feedback (Carafella, 2016; Clark & Mayer, 2016). Carafella (2016) also mentions that

the goal of the program should be that the student is able to complete the math problems without

any assistance, which is another way of saying that the student should have mastery. Mastery

refers to a student’s full comprehension of one foundational skill before moving to the next

(National Association of Mathematics Advisors, 2015; Ncetm_administrator, 2017, Noer, 2015)

and is at the heart of the learning website, Khan Academy (TED Talks, & Sal Khan, 2016).

As mentioned later in the context analysis, the expectation is that developmental math

instructors at all levels will be interacting with students of the Millennial and GenZ generations

who tend toward apathy, exhibit a failure to engage, prefer group work, require early and
ISD PROJECT UPDATE GROUP 2 4

frequent effective feedback (Clark, & Mayer, 2016) and demand that the instructional material is

of direct personal benefit (Cutler, 2014; Hartman, & McCambridge, 2011; Harvey, Parahoo, &

Santally, 2017). The mission, instructional design and philosophy, and engagement through

gamification (Kapp, 2012) of Khan Academy all combine to make it an excellent choice of

technology to implement in developmental math programs.

Goal Statement:

The purpose of this instructional design project is to provide developmental math

instructors with the necessary skills to effectively implement a technology in a way that enhances

student engagement and academic achievement. The technology utilized is that of Khan

Academy, a proven leader in online math instruction, incorporating straightforward and non-

extraneous (Clark & Mayer, 2016) descriptions of topics, definitions and concepts, with self-

assessments and topic assessments distributed throughout the lessons (2016).

With respect to the best practices in developmental math programs as explained by

Armington (2002), developmental math students comprise a broadly diverse collection of needs

and abilities. As a result, a broad and flexible technology resource is required. Khan Academy,

with short and engaging videos, frequent and adaptive questions and feedback and flexible

learning plans, is appropriate for implementation in developmental math classrooms. Khan

Academy is a free online teaching resource that offers extensive courses in math, ranging from

Pre-K through college level topics, making it suitable for integration by instructors of any level.

The online workshop will demonstrate and teach instructors to: identify the areas in their

curriculum most in need of extended support; locate the curriculum sections covering those

critical areas; locate the Khan Academy lessons and activities that address the critical areas; and

embed and implement technology resources into their existing curriculum.

ISD PROJECT UPDATE GROUP 2 5

Task Analysis

According to Szapkiw and Szapkiw (2010a), task analysis is often viewed as the most

important step in an Instructional Design for the information provided and establishment of

foundational tasks. The Task Analysis Flowchart, below, is a visual representation of the

process.
ISD PROJECT UPDATE GROUP 2 6

Learner and Context Analysis

The target group for this workshop is developmental math instructors, regardless of level.

Given the challenges of teaching developmental math to students who often believe that they are

not capable of learning math, instructors may gain substantial benefits from the implementation
ISD PROJECT UPDATE GROUP 2 7

of Khan Academy resources into their material. The material in this project is appropriate for any

mathematics teacher or professor from elementary school through the university level.

The context of the intended audience for this project is the modern campus, with current

technology and high-speed internet access available for developmental math programs and for

the students involved in those programs (Bonham, & Boylan, 2011; Cafarella, 2016; Logue,

2018; National Association of Mathematics Advisors, 2015). The expectation of the project is

that the students with whom the instructors must work are often disinterested and disillusioned

concerning math and prefer to not engage (Bonham, & Boylan, 2011; Bisk, Fowler, & Perez,

2018; Cafarella, 2016).

Design

Instructional Objectives

Objective 1: Learner will register with workshop, completing all steps for participation.

Objective 2: Learner will engage with the research regarding inadequate results from

developmental programs in the United States.

Objective 3: Learner will choose a challenging math course to enhance.

Objective 4: Based on the most challenging subject in the math program, the learner will

choose a foundational math skill to extend.

Objective 5: Learner will locate the activities and lessons on Khan Academy that address

the foundational skill selected for extension.

Objective 6: Learner will edit one of the lessons containing a foundational skill and

learner will incorporate the Khan Academy activities.

Objective 7: In progression, the learner will continue to modify lesson plans, enhancing

them with KA resources.

ISD PROJECT UPDATE GROUP 2 8

Objective 8: Learner will continue to engage with the ISD Project through interaction in

the comments sections, Peer-to-Peer blog and collaborative document MathTalks, contributing

his/her experience to other users.

Assessments

Assessments for the workshop will consist of an ongoing assessment during the

workshop, surveys, peer evaluation and collaboration within individual groups and a post-

workshop survey. The workshop assessments will address the ability of workshop participants to

locate and utilize the technology resources available within Khan Academy. Participants are

required to obtain a diagnostic report from their student outcomes data reporting the skills most

often failed by the students, which will reveal the critical areas in the curriculum that require

additional support. The peer assessment will take place through the online comments sections of

the website, the blog comments and the shared document MathTalks. The peer assessments will

be asynchronous and collaborative. The ongoing assessment for each participant will be

reviewed by the ISD Team Facilitator responsible for each stage completed by the participant.

Only when the entire ongoing assessment is completed and reviewed will the certificate of

completion be awarded to the participant. The post-assessment survey contains general questions

concerning group work and will not include personal details about the participant or participant’s

students.
ISD PROJECT UPDATE GROUP 2
Objective Individual Actions
Objective 1: Learner If needed, learner will
will register with establish a Google
workshop, completing Account.
all steps for Learner will locate shared
participation. drive and create personal
ongoing assessment
Google Doc.
Learner will continue to add
to assessment document
throughout workshop.
Objective 2: Learner Through presented research
will engage with the and videos, the learner
research regarding will consider the
inadequate results information presented.
from developmental Through the comments, the
programs in the United learner will discuss this
States. topic with the ISD Team
and other participants
Objective 3: Learner Learner will analyze the
will choose a class student data, noting
challenging math the most commonly failed
course to enhance math courses.
Learner will create a
prioritized list in rank
from greatest concern to
least concern.
Objective 4: Based on Learner will select a lesson
the most challenging from the foundational
subject in the math math skills that support
program, the learner the course identified as
will choose a challenging.
foundational math skill
to extend
Objective 5: Learner Learner will create a Khan
will locate the Academy teacher’s
activities and lessons account
on Khan Academy that Learner will explore
address the available technological
foundational skill sources that correlate with
selected for extension. foundational math skill
9
Assessments
ISD Team Facilitators (ISDTFs) will
share and send invitation to
registrants as soon as registration is
received.
ISDTFs will review the ongoing
assessment Google Docs in the ISD
Project shared Google Drive.
As participant completes the
assessment at the conclusion of each
step/session, an ISDTF will sign the
assessment doc in the Google Drive.
ISD Team Facilitators will function in a
qualitative participant observer role,
gathering feedback from the
conversations in the comment
discussions and MathTalks.
Pre-Assessment survey, with questions
specifically related to student data
and outcomes to show how the
educator chose which area was the
greatest concern and why.
Assessment questions related to how
the educator selected the lessons
needing technological
implementations, and which
available resources the educator
explored.
Informal peer assessment in comments
section, Peer-to-Peer blog comments
and facilitator feedback via email
(links at bottom of session pages).
ISD PROJECT UPDATE GROUP 2
selected for improvement.
Learner will select the KA
math units for
implementation
Objective 6: Learner Learner will create, edit or
will edit one of the modify the challenging
lessons containing a lesson to implement the
foundational skill and KA resource(s) selected.
learner will Learner will scan the
incorporate the Khan appropriate KA lessons
Academy activities. and activities then choose
the points in the lesson
plan where these KA
resources will best fit.
Objective 7: In Learner will repeat the
progression, the modification process of
learner will continue to choosing a foundational
modify lesson plans, skill to enhance and
enhancing them with incorporating the
KA resources. appropriate KA resources
into the lesson plan.
Objective 8: Learner Learner will continue to
will continue engage with the ISD
relationship with ISD Project through
Project for on-going interaction in the
self-improvement and comments sections, Peer-
the support of other to-Peer blog and
users.. collaborative document
MathTalks, contributing
his/her experience to other
users.
Instructional Strategy
As advised by the instructional materials for this class (Rockinson-Szapkiew, 2010), the
structure of the Instructional Strategy is drawn from Dick, Carey and Carey (2005), using the
categories of sequence and cluster objective, assessment and activity planning, content and
10
Post-Assessment Survey will identify
the teachers’ responses and attitudes
toward implementing KA in a lesson
plan.
Successful implementation of the
technology is achieved when:
* KA resources are embedded in the
appropriate points in the lesson.
* Learner may refer to the Case
Study for examples and comparison
Follow-up Assessment survey, to be
completed as desired by the learner,
will record the learner’s use of the
implemented technology, gather
information concerning the outcomes
of the learner’s students taking the
enhanced lessons and record the
learner’s thoughts and attitude after
having used the technology for a
period of time.
Discussions in Comments/replies
Comments/replies to Peer-to-Peer blog
Collaborative doc, MathTalks, for
collaboration and peer assessment
with other users.
ISD PROJECT UPDATE GROUP 2 11

learner participation planning for objectives, and lesson and objective correlation and time

requirements.

1. Sequence and cluster objectives. The sequence of objectives will be just as they are

listed above in the Instructional Objectives section. Prior to starting the online workshop,

the workshop participant will analyze her/his students’ scores to determine the math

topics that are most challenging to that participant’s students. The math topics present an

inherent clustering and as the participant progresses through the workshop, the comments

section will provide the opportunity to communicate and collaborate with other

instructors working in the same areas.

2. Assessment and activity planning. As the participant works through the pages of the

online workshop, the participant should complete all activities and assessments as they

are presented. The participant should also be ready with an accessible email that they

prefer to use for a Khan Academy account. Khan Academy is free to use and accepts

virtually any email provided. The majority of the workshop is informational, but

exploring websites and webpages is also required. The preliminary pages of the online

workshop include an introduction and overview of the online workshop, registration for

ISD Project Team updates and information, an orientation and introduction to stimulate

discussion through the comment sections on the pages. The heart of the project begins

with sessions one through four, assessing, through videos, the current situation of

developmental math programs around the country and thoughts on areas of need. Session

two addresses the participant’s most challenging topic based on student outcomes and the

participant must choose a topic to redesign. The next step is to learn more about Khan

Academy and its founder, Sal Khan through a video from TEDTalks. Session 3 continues
ISD PROJECT UPDATE GROUP 2 12

with the participant registering a teacher’s account with Khan Academy. Finally, in

session four the participant gathers and places all the pieces together by logging into their

Khan Academy account, locating the challenging math topic of their choice, and then

looking at that Khan Academy lesson page to consider the foundational skills supporting

that topic. The participant selects the foundational skill to incorporate into a lesson plan

and then works through that lesson on Khan Academy. When the participant is

comfortable with the resources available, the task then is to edit and adjust the lesson plan

and timings for a seamless integration of Khan Academy lessons in the classroom.

3. Content and learner participation planning. Presentations in the form of videos are

used throughout the workshop. The first session starts with videos that will address

developmental math challenges experienced nationally. There is also a TEDTalks video

with Sal Khan, the founder of Khan Academy, discussing the concept of content mastery

as the foundational principle behind the Khan Academy instructional philosophy. The

online workshop contains screenshots and illustrations demonstrating the processes of

registering with Khan Academy and of implementing technology in a lesson plan. As the

participant moves toward identification of math topics and foundational skills, additional

resources such as math topic lists and example lesson plans in the Case Study are

available to download and use. The workshop participant will work through the activities

to allow engagement with the content, practice using and integrating Khan Academy

resources, and to connect (Horton, 2012) what they have learned to their current

classroom situations. There is a Case Study example of the process included for the

benefit of the learner. Additionally, workshop participants will be encouraged to provide

feedback to each other through the use of the comment sections at the bottom of each
ISD PROJECT UPDATE GROUP 2 13

instructional page, on the Peer-to-Peer blog and through the collaborative document

MathTalks. There is also an email link at the bottom of the Session pages for direct

communication with the ISD Project Facilitator. These activities increase the likelihood

that workshop participants will meet the learning objectives (Clark & Mayer, 2016;

Horton, 2012).

4. Lesson time requirements.

Preliminary Activities ..................20 – 30 minutes

Session 1: .....................................30 minutes
Session 2: .....................................60 minutes
Session 3: ....................................@45 minutes
Session 4: .................................... @ 2 hours
OPTIONAL: Case Study: ...........30 – 60 minutes

According to Mager’s (1997, p. 177) slot in the wall test, a good instructional design

should be able to be conducted by another instructor without any other information about the

project. To that end, included in this report is a section in the Appendix and in the web-based

module entitled “Train-the-Trainer” for the purpose of describing the backstage processes of

managing the forms submissions, ongoing assessments and standards regarding responding to the

participants. Because this section is not intended for use by the participants of the workshop, it

has been included outside the structure of the workshop and as such, is not subject to the goals

and objectives of the workshop.

Instructional Strategy Chart

As the visitor arrives at the web-based workshop, the Orientation & Introduction page

contains an overview of the site and process, along with a comments section to encourage the

users to engage with the instructional design team and with other instructors who are

implementing Khan Academy into their classrooms.

ISD PROJECT UPDATE GROUP 2 14

The learners will be encouraged to have the following resources gathered before starting

the workshop.

• Analysis of student outcomes indicating your students’ most challenging math skills

• Your complete and current lesson planner and textbook materials

• Access to your preferred email address to use with Khan Academy registration

Stage/Webpage Component Instructional Lesson/Activity

Strategy
Home Text description Observe
Site Map Informative Clickable links to all pages
in website
Overview: ISD Project Introductions & Read / Surf around
Storytelling
Registration & Pre-Assessment Guided instruction Read / Register email
Orientation & Introduction Written Lecture Read / Understand the
*Summary of process and website Introductions & general process
* Introductions through comments Storytelling Use of comment sections to
* Pre-Assessment Survey Survey stimulate discussion

Session 1:
Research & Information
Session 2: Target Student Challenges
* Analyze Student Data and
Challenging Topics
* Identify Foundational Skill
Session 3: Khan Academy Intro &
Pre-Assessment Survey
Share your thoughts about
the survey in the comments
section
Watch videos on state of
Direct instructions via math skills in the U.S.
embedded video; Respond to in-video
Discussion assessments
Initiate a discussion through
the comments list.
Reply to 3 other comments
Analyze student scores with
Practice identifying respect to the topics most
problem areas often failed
Practice deeper Sort the topics into common
comprehension of math order
math topics with Choose the topic to redesign
foundational skills Explore the foundational
skills supporting the chosen
topic.
Select one foundational skill
for lesson redesign
Watch video in page
ISD PROJECT UPDATE GROUP 2
Registration
* Presentation of Khan Academy and
Mastery
* Register and login to a teacher’s
account on Khan Academy
Session 4: Integrate Khan Academy
Locate foundational skill(s) that
correlate with the skill chosen in
lesson plan
Click through the KA activities and
assessments in that KA Lesson,
taking note of the times
Adjust your lesson to include the KA
lesson components where you think
best
Case Study: Ms. Ima Teacher
Example of process & sample
documents to download
Wrap Up & Review
* Final words
* Post-Assessment
Follow Up Assessment
About Us
References
ISD Report
15
Direct instruction via Answer Qs in video
embedded video Log on to khanacademy.org;
Drill and practice; Sign Up for a new account;
hands-on enter personal data; when
asked Teacher or Student,
choose Teacher; complete
registration
Surf around
KhanAcademy.org while
waiting for confirmation
email; Confirm registration
Log on and sign in to
Synthesis of math KhanAcademy.org
topic and underlying Search for the topic
foundational skills; Find the desired lesson
Drill and Practice; Work the lesson so you
Hands-on; know what is in it;
Locate, in your lesson,
where you want KA.
Application of Edit your lesson, adjusting
instruction presentations, lectures, etc.
to refine the lesson
Direct instruction via Follow along with the
Case Study example; scenario as it patterns the
Drill and Practice; process
Hands-on
Summarize, review * Resources for future
Survey; provide * Survey to take several
feedback on workshop months following workshop
Survey: feedback after Answer survey regarding
a full schoolyear’s use learner’s experience using
KA in the classroom, current
state of tech in the classroom
and other information
regarding tech use in
teaching
Text description Photos: project members
Text description; List of references used in
Indirect instruction via website
the sources used for
project
Text description; Download the ISD Report
download the
investigative and
recommendation
ISD PROJECT UPDATE GROUP 2 16

report
BLOG: Peer-to-Peer Storytelling; text Read blog posts
description; Comment on blog posts
asynchronous
interactivity
Community: MathTalks Storytelling; peer Users of the ISD Project
assessment; share experiences, swap tips
collaboration and tales, collaborate

Media Selection

The media types used in the workshop are: YouTube ™ (via internet); Weebly ™

website creation site and website housing the online workshop (weebly.com); Google Forms ™;

and Edpuzzle ™ (via web browser). The media categories have been limited to four categories to

support the best practices in online learning (Clark & Mayer, 2016; Szapkiw & Szapkiw, 2010b,

p. 12). In addition to basic word processing and email skills, and a general knowledge of internet

surfing and website use, the participants should also have a basic competence with Google

Shared Docs to achieve success in the workshop. The participants will also be drawing heavily

upon their skills and abilities as professional educators as they analyze their existing lesson

plans, teaching objectives, and expected student outcomes as they revise and redesign lessons to

incorporate Khan Academy math content into those lesson plans.

Media Explanation

In order to perform the online workshop, workshop participants should have access to a

computer system that is able to process large quantities of multimedia data (Szapkiw & Szapkiw,

2010b, p. 4), that has basic office application capabilities and is capable of connecting to the

internet through a web browser, processing web data, registering online website accounts and

able to receive and retrieve emails for confirmation codes. A high-speed Wi-Fi connection of at
ISD PROJECT UPDATE GROUP 2 17

least 500+ kbps is recommended (Google, 2018a; Google, 2018c), while speeds of over 3 mbps

are recommended for streaming video and YouTubeTV (Google, 2018b).

 ISD PROJECT UPDATE GROUP 2 18

Media List – Types and Application

Media Name Media Type Workshop Application

Ongoing Assessment GOOGLE APPLICATION: Google
shared doc
Pre-Assessment Survey GOOGLE APPLICATION: Google
Form
Registration Phase &
Workshop: Required as an
ongoing assessment of step-by-
step progress through workshop
Registration Phase: self-
assessment with results sent to
ISD Project Team

Math A Concern For US Teens; VIDEO: YouTube Session 1

Science, Reading Flat On Test https://www.youtube.com/watch?v=Y
(time: 0:51) hF33yAlrVA

Research in Mathematics VIDEO: YouTube Session 1

Education (time: 2:30) https://www.youtube.com/watch?v=k1
-4hHg0lLg
Khan Academy in the VIDEO: YouTube Session 1
classroom (time: 3:25) https://youtu.be/Tx-AtZOJYfE

Weebly Webpage WEB: Multimedia web page Session 2:

TEDTalks: Sal Khan, Mastery VIDEO: YouTube
not test scores (time: 10:49) https://www.youtube.com/watch?v=-
MTRxRO5SRA
WEB: Edpuzzle enhanced video
Weebly Webpage WEB: Multimedia web page
Weebly Webpage WEB: Multimedia web page
Post-Assessment Survey GOOGLE APPLICATION: Google
Form
Follow Up Assessment Survey GOOGLE APPLICATION: Google
Form
Direct instruction via text
explaining how to find student
areas of difficulty and lesson
covering that area
Session 3:
Intro Khan Academy
Khan Academy: Account
Creation
Session 3: Khan Academy:
Navigation & Search for KA
lessons for integration to embed
in webpage
Session 4: Implementing KA in
the lesson plan
Wrap-Up & Review webpage
to assess effectiveness of
workshop
Follow Up Assessment page
to determine current use of tech
in class
ISD PROJECT UPDATE GROUP 2 19

Media List: Connections to Objectives

Objectives Individual Actions Media Type

Objective 1: Learner will If needed, learner will establish GOOGLE APPLICATION:
register with workshop, a Google Account. Google shared doc
completing all steps for Learner will locate shared
participation. drive and create personal
ongoing assessment Google
Doc.
Learner will continue to add to
assessment document
throughout workshop.
Objective 2: Learner will Through presented research Weebly webpage: Research
engage with the research and videos, the learner will concerning developmental math
regarding inadequate resultsattend to the information program deficiencies
from developmental presented. VIDEO: YouTube
programs in the United Through an informal discussion Math a concern (Wochit News,
States. session, the learner will discuss 2016)
this topic with presenter and VIDEO: YouTube
other participants Research in mathematics education
(SMUVideo, 2018)
VIDEO: YouTube
Khan Academy in the classroom
(Khan Academy, 2017)
Objective 3: Learner will Learner will analyze the class Weebly webpage: Pre-Assessment
choose a challenging math student data, noting the most Survey
course to enhance commonly failed math courses.
Learner will create a prioritized
list in rank from greatest
concern to least concern.
Objective 4: Based on the Learner will select a lesson Document: Math Topics in Order
most challenging subject in from the foundational math Weebly webpage: Math Topics in
the math program, the skills that support the course Order;
learner will choose a identified as challenging. https://education.weebly.com/
foundational math skill to Website:
extend https://www.khanacademy.org/exer
cisedashboard
ISD PROJECT UPDATE GROUP 2 20

Objective 5: Learner will Learner will create a Khan Website: khanacademy.org

locate the activities and Academy teacher’s account VIDEO: YouTube
lessons on Khan Academy Learner will explore available Teach for mastery (TED & Khan,
that address the technological sources that 2016)
foundational skill selected correlate with foundational Document: Example Lesson Plan
for extension. math skill selected for Weebly webpage: Workshop
improvement. Website:
Learner will select the KA https://educ633fall2018.weebly.co
math units for implementation m/ | Case Study: Ms. Ima Teacher
Website:
https://www.khanacademy.org/exer
cisedashboard
Objective 6: Learner will Learner will create, edit or Weebly Webpage:
edit one of the lessons modify the challenging lesson https://educ633fall2018.weebly.co
containing a foundational to implement the KA m/ | Session 4 & Case Study: Ms.
skill and learner will resource(s) selected. Ima Teacher
incorporate the Khan Learner will scan the Weebly webpage: Post-Assessment
Academy activities. appropriate KA lessons and Survey;
activities then choose the https://docs.google.com/forms/u/0/
points in the lesson plan where
these KA resources will best
fit.
Objective 7: In progression, Learner will repeat the Weebly webpage:
the learner will continue to modification process of https://educ633fall2018.weebly.co
modify lesson plans, choosing a foundational skill to m/ | Follow-Up Assessment, page
enhancing them with KA enhance and incorporating the and survey
resources. appropriate KA resources into
the lesson plan.
Objective 8: Learner will Learner will continue to Discussions in Comments/replies
continue relationship with engage with the ISD Project Comments/replies to Peer-to-Peer
ISD Project for on-going through interaction in the blog
self-improvement and the comments sections, Peer-to- Collaborative doc, MathTalks, for
support of other users.. Peer blog and collaborative collaboration and peer
document MathTalks, assessment with other users.
contributing his/her
experience to other users.
ISD PROJECT UPDATE GROUP 2 21

Media Resources – Requirements and Concerns

YouTube ™
Additional Computer Bandwidth Media Creator Instructor &
Supports needed Capability Requirements & Skills Student Skills
Requirements Required Required
Personal device Internet
(laptop, tablet, Sound; Most connection with None (Workshop General
phone, etc.) recent version of 500+ kbps will use existing knowledge of
capable of Wi-Fi web browser (i.e. (although YouTube videos internet browsing
connection Firefox, Chrome, streaming video or as instructional and use of online
MS Edge, Safari, TV require ≥ tools for video players
Opera, etc.) 3 Mbps) workshop (play, pause,
contents) rewind)

(Google, 2018a; Google, 2018b; Google, 2018c)

Weebly™
Additional Computer Bandwidth Media Creator Instructor &
Supports needed Capability Requirements & Skills Student Skills
Requirements Required Required
Personal device Internet
(laptop, tablet, For creating in connection with Some No special skills
etc.) with Internet Weebly: 500+ kbps to load, understanding of are required to
access Standard computer process, save and website structure, use a Weebly
configuration publish the navigation and website. Once the
supporting website. options is helpful. media creator
Windows 7/Mac Weebly provides publishes the site,
OS X, or later many website it is virtually
For functions in the indistinguishable
viewing the form of plug-n- from any other
website: play apps that are website.
dragged on to the
Browser
webpage and then
that supports TLS
customized
1.2 (any modern
according to
browser)
whatever purpose
the designer
wants.
(Weebly, 2018; weebly.com; Google, 2018a; Google, 2018b)
ISD PROJECT UPDATE GROUP 2 22

Google Forms ™
Additional Computer Bandwidth Media Creator Instructor &
Supports needed Capability Requirements & Skills Student Skills
Requirements Required Required
Personal device Internet
(laptop, tablet, Windows 7 and connection with Media creator No special skills
etc.) with Internet up or Mac 500+ kbps to will need to know required to use
access Mountain Lion access survey how to create Google Forms.
10.9 and up; surveys using Basic
Recent version of Google Forms. understanding of
Chrome, Firefox, The “Help” how to fill out
IE, Edge, or function provides online forms and
Safari; Cookies instructions on surveys is helpful.
and Javascript how to use
must be turned on various features.
(Google GSuite, 2018)

Edpuzzle ™
Additional Computer Bandwidth Media Creator Instructor &
Supports needed Capability Requirements & Skills Student Skills
Requirements Required Required
Nothing beyond Same as
basic web Most recent YouTube; Internet None; any Same as
browser access is version of web connection with Edpuzzles will YouTube;
required to use an browser (i.e. 500+ kbps already be General
Edpuzzle. Firefox, Chrome, created for knowledge of use
MS Edge, Safari, participant use of online video
Opera, etc.) players
(Edpuzzle Help Center, 2018)
ISD PROJECT UPDATE GROUP 2
Course Planning Chart for Media Use
Course element
Registration: Ongoing Assessment document
Registration: Pre-Assessment Survey
Session 1: Research in developmental math
Research on national math skills
Pre-Assessment Survey
Session 3: Khan Academy Introduction
Mastery explained
Session 4: Integrate Khan Academy
Assorted math teaching videos
Wrap Up & Review
Enrichment: LearnStorm, by Khan Academy
Follow Up Assessment:
ISD Report
BLOG: Peer-to-Peer
Community: MathTalk
23
Media Use
GOOGLE APPLICATION: Google Shared
doc, Ongoing Assessment
GOOGLE APPLICATION: Google Form:
Pre-Assessment
Weebly Webpage
YouTube:
“Math A Concern For US Teens”
“Research in Mathematics Educ.”
“Khan Academy in the classroom”
GOOGLE APPLICATION: Google Form:
Pre-Assessment Survey
Weebly Webpage
YouTube: “Let's teach for mastery -- not test
scores | Sal Khan”
EdPuzzle: quiz questions in above video
Weebly Webpage
YouTube
GOOGLE APPLICATION: Google Form:
Post-Assessment
GOOGLE APPLICATION: Google Slides:
Certificate of Completion
YouTube:
LearnStorm Introduction
Khan Academy LearnStorm
Khan Academy LearnStorm 2018 Overview
GOOGLE APPLICATION: Google Form:
Follow Up Assessment
Download: ISD Project Report
Weebly Blog: Information dissemination and
use collaboration
GOOGLE APPLICATION: Google Doc: Post-
MathTalks, shared collaborative doc
ISD PROJECT UPDATE GROUP 2 24

References

Armington, T. (2002). Best practices in developmental mathematics. Mathematics Special

Professional Interest Network.

Bisk, R., Fowler, M., & Perez, E. (2018). Successful developmental math: 'review-pretest-retest?

Model helps students move forward - New England Board of Higher Education.

Retrieved from http://www.nebhe.org/thejournal/successful-developmental-math-review-

pretest-retest-model-helps-students-move-forward-in-math/

Bonham, B. S., & Boylan, H. R. (2011). Developmental mathematics: Challenges, promising

practices, and recent initiatives. Journal of Developmental Education, 34(3), 7.

Cafarella, B. (2016). Developmental math: What's the answer? The Community College

Enterprise, 22(1), 55-67. Retrieved from

http://ezproxy.liberty.edu/login?url=https://search-proquest-

com.ezproxy.liberty.edu/docview/1805464495?accountid=12085

Clark, R.C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines

for consumers and designers of multimedia learning (4th ed.). San Francisco, CA: Wiley

& Sons.

Cutler, Z. (2014). Unexpected ways millennials are impacting higher education. Huffington Post.

Retrieved from https://www.huffingtonpost.com/zach-cutler/how-millennials-impact-

education_b_5604865.html

Dick, W., Carey, L., & Carey, J. O. (2005). The systematic design of instruction (6th ed.,

[Nachdr.]). Boston: Pearson.

Edpuzzle Help Center. (2018). For teachers – Edpuzzle help center. Retrieved from

https://support.edpuzzle.com/hc/en-us/categories/360000701132-For-Teachers
ISD PROJECT UPDATE GROUP 2 25

Google. (2018a). System requirements help. Retrieved from

https://support.google.com/youtube/answer/78358?hl=en

Google. (2018b). Troubleshoot video streaming issues TV - Help. Retrieved from

https://support.google.com/youtubetv/answer/7129766?hl=en

Google. (2018c). YouTube help. Retrieved from

https://support.google.com/youtube/#topic=7505892

Google GSuite. (2018). Get started with Forms – Google Learning Center. Retrieved from

https://gsuite.google.com/learning-center/products/forms/get-started/#!/

Hartman, J. L., & McCambridge, J. (2011). Optimizing Millennials’ Communication Styles.

Business Communication Quarterly, 74(1), 22–44.

https://doi.org/10.1177/1080569910395564

Harvey, H. L., Parahoo, S., & Santally, M. (2017). Should gender differences be considered

when assessing student satisfaction in the online learning environment for millennials?

Higher Education Quarterly, 71(2), 158;141;-158. doi:10.1111/hequ.12116

Horton, W. K. (2012). E-learning by design (2nd ed). San Francisco, CA: Pfeiffer.

Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and

strategies for training and education. San Francisco, CA: Pfeiffer.

Khan Academy. (2017, July 28). Khan Academy in the classroom | Limits and continuity | AP

Calculus [Video file]. Retrieved from https://youtu.be/Tx-AtZOJYfE

Logue, A. W. (2018, July 17). The data already tell us how effective co-requisite education is

(opinion). Retrieved from https://www.insidehighered.com/views/2018/07/17/data-

already-tell-us-how-effective-co-requisite-education-opinion

Mager, R.F. (1997). Making instruction work (2nd ed.). Atlanta, GA: CEP Press.
ISD PROJECT UPDATE GROUP 2 26

National Association of Mathematics Advisors. (2015). Five myths of mastery in mathematics.

Retrieved from

http://www.nama.org.uk/Downloads/Five%20Myths%20about%20Mathematics%20Mast

ery.pdf

Ncetm_administrator. (2017, December 11). Mastery explained - What mastery means -

NCETM. Retrieved from https://www.ncetm.org.uk/resources/49450

Noer, M. (2015, May 15). One man, one computer, 10 million students: How Khan Academy is

reinventing education. Retrieved from

https://www.forbes.com/sites/michaelnoer/2012/11/02/one-man-one-computer-10-

million-students-how-khan-academy-is-reinventing-education/#5410db2344e0

Rockinson-Szapkiew, A. (2010). EDUC 633 assignment appendixes. Retrieved from

http://amandaszapkiw.com/elearning/principles-of-design/EDUC633-

AssignmentAppendix.pdf

Schak, O., Metzger, I., Bass, J., McCann, C., & English, J. (2017). Developmental education -

Challenges and strategies for reform. Retrieved from United States Department of

Education website: https://www2.ed.gov/about/offices/list/opepd/education-strategies.pdf

Smith, A. (2018, August 10). CUNY initiative sees early success in remedial education.

Retrieved from https://www.insidehighered.com/news/2018/08/10/cuny-initiative-sees-

early-success-remedial-education

Szapkiw, M., & Szapkiw, A. (2010a). Module 3: Analysis. Retrieved from Liberty University:

Blackboard: http://www.amandaszapkiw.com/elearning/principles-of-design/module-

2/index.html
ISD PROJECT UPDATE GROUP 2 27

Szapkiw, M., & Szapkiw, A. (2010b). Module 5: Design (P2: media selection). [PDF document].

Retrieved from http://amandaszapkiw.com/elearning/principles-of-design/module-5-

2/Module_5_Instructor_Unit_Part_2(PDF).pdf

TED, & Khan. (2016, September 26). Let's teach for mastery -- not test scores | Sal Khan [Video

file]. Retrieved from https://www.youtube.com/watch?v=-MTRxRO5SRA

Weebly. (2018). Weebly help center. Retrieved from https://hc.weebly.com/hc/en-us

ISD PROJECT UPDATE GROUP 2 28

Appendix:

Train-the-Trainer

This workshop was designed for the purpose of guiding educators through the process of

integrating technology to enhance an existing lesson plan. Specifically, the goal is to lead

developmental math teachers through the process of integrating Khan Academy content into an

existing lesson plan after having determined which learning areas in which the students of that

educator have the greatest difficulty.

The goal of the Train-the-Trainer section is to explain the backstage processes required

for the workshop and to prepare the facilitator to manage all aspects of the workshop. The

objective of Train-the-Trainer is that the facilitator will successfully register and receive

approval as a facilitator and then will conduct a “Developmental Math with Khan Academy”

workshop; will effectively respond to all participant questions and concerns; will manage all

online resources required for the workshop; and will continuously review the ongoing

assessments, Pre- and Post-Assessment surveys and create and send the participant completion

certificates.

Facilitator: Requirements

If someone desires to be a facilitator for this workshop, there are a few requirements. The

first pre-requisite is that the facilitator must have successfully completed the workshop. Prior to

conducting a workshop, the facilitator must read all documents associated with the workshop,

including the ISD Report. With respect to technical abilities, the facilitator must be comfortable

with working online, confident working with the various elements within the Google Suite, in

particular, working with Google Drive, Forms, Sheets, Docs and Slides, and how to work with
ISD PROJECT UPDATE GROUP 2 29

sharing and permissions within Google Suite. The facilitator must also have a dependable

highspeed internet connection.

Facilitator: Monitoring Participants

There are also time and availability requirements. The facilitator should be available to

monitor participant submissions on at least three occasions throughout the day, in morning,

afternoon and evening. The facilitator must also be willing and able to answer participant emails

at least twice a day, in the morning and evening.

Facilitator: Process for Approval

To be considered as a facilitator, the candidate will need to register with the ISD Project

Team as a facilitator. Upon confirmation as a facilitator, an invitation will be issued to share the

Google Drive where the various workshop resources are housed. Request for approval as a

facilitator is evidence of agreement with our privacy and conduct policies.

Instructional Strategy of the Workshop

The workshop is self-explanatory. The participants must register and complete the Pre-

Assessment Survey on the Registration & Pre-Assessment Survey page. This page is also where

the Online Workshop Checklist is located. The goals and objectives of this session is stated

within the workshop and ISD Report. The results of the participant registration and surveys are

sent to the ISD Project Team and will be forwarded to the facilitator within six hours of receipt.

At the conclusion of each phase of the workshop, the participant is required to open their

Ongoing Assessment document in the shared Google Drive and complete the form for that phase.

It is the responsibility of the facilitator to review the Ongoing Assessment docs on a regular basis

as described above in the facilitator requirements section. The personal responses are not to be

graded for content. It is enough that the participant enters a response to the material. However,
ISD PROJECT UPDATE GROUP 2 30

nonsensical responses are not accepted, in which case the facilitator must contact the participant

and request a comment that is responsive to the session content.

Session 1 presents some of the research regarding the serious need for instructional

redesign in the developmental math programs in the United States. The goals and objectives of

this session is stated within the workshop and ISD Report.

Session 2 is intended to help the participant evaluate their students’ outcomes from a

research perspective rather than a feeling or a hunch. By gathering test and quiz scores from

previous years, the instructor is able to spot trends that reveal areas where students often

struggle. Teachers are generally familiar with this kind of student data analysis and school

districts often have information technology departments familiar with running this kind of report.

The workshop participants are expected to have this data ready, prior to the workshop. For those

participants who do not have an area of difficulty selected, the facilitator may assign a math topic

or can use the example in the Case Study in the workshop. The goals and objectives of this

session is stated within the workshop and ISD Report.

Session 3 presents Khan Academy as an organization, provides an overview of some of

the math videos on the website and then leads the participants through the process of securing a

teacher’s account with Khan Academy. Many math teachers are already members of Khan

Academy. They are able to complete the workshop with a personal account as a learner, but

encourage them to also sign up as a teacher. The teaching resources and tools on Khan Academy

are excellent and their development team is constantly improving and adding to the functionality.

The goals and objectives of this session is stated within the workshop and ISD Report.

Session 4 brings the need and the solution together. In Session 2 the educator has selected

the lesson plan they want to enhance and in Session 3 they gained access to Khan Academy.
ISD PROJECT UPDATE GROUP 2 31

Participants will now log in to Khan Academy, search the site to find the Khan Academy

course(s) that cover the math topic the participant has chosen to enhance. When the participants

have located the lesson(s) or course(s) they want to include in their lesson plans they will begin

the merging, or integration process. This part of the workshop generally takes much longer than

any other step. Educators must always keep the master calendar in mind when editing lesson

plans. While more time may need to be allotted for specific foundational skills, it is generally

worth giving more time to that skill because when the students are prepared for the upcoming

topics, they will move through them more quickly, so that the time factor balances out. The goals

and objectives of this session is stated within the workshop and ISD Report.

The Wrap Up & Review phase contains the Post-Assessment Survey and encourages the

participant to continue to interact with the ISD Project Team. Facilitators will receive the

questions and comments from participants in their workshops. At the conclusion of the

workshop, the facilitator will create and send completion certificates to all participants who have

qualified for completion. The goals and objectives of this session is stated within the workshop

and ISD Report.

Surveys

Pre-Assessment Survey: To be completed and returned one week prior to workshop

Do you currently use any technology in your class?

If Yes, then what do you use?

If No, then why not?

Do your students have access to devices?

In class?

Computer lab on campus?

ISD PROJECT UPDATE GROUP 2 32

Computer/tablet/phone at home?

What is the current percentage of students who have passing grades in your classes?

[Please run a query on the student data for this question; no student identifiers]

90 - 100%

80 - 89%

65 - 79%

50 - 64%

25 - 49%

0 - 24%

What are the skills most difficult for your students?

[Please run a query on the student data for this question; no student identifiers]

Basic Arithmetic (add, subtract, multiply, divide)

Multiplication tables

Word problems

Geometry

Pre-Algebra

Other (please list)

Are your students aware of math online learning resources?

If so, which ones?

Are your students accessing math online learning on their own?

If so, please list them:

If not, what reasons are given?

ISD PROJECT UPDATE GROUP 2 33

Post-Assessment Survey: To be completed at end of workshop

How long has it been since you took the online workshop?

about 1 month

about 2 – 3 months

about 3 – 6 months

about 9 months (2 semesters)

about 1 year (2 semesters + summer)

Prior to the workshop, were you convinced that additional technology would be useful?

Yes

No

If No, then why not?

Was the information concerning the national substandard results of Developmental Math

given by the ISD Project Team convincing with regard to the need to amplify the material?

Yes

If Yes, what facts stand out to you?

No

If No, then why not?

Critical Areas: What skill did you amplify in your lesson plan?

[Please describe]

Were you able to locate the lesson(s) in your lesson plan that covers or contributes to that

skill?

Yes

No
ISD PROJECT UPDATE GROUP 2 34

If No, then why not?

Were you able to locate the lesson(s), topic(s) and/or activities in Khan Academy that correlate

to the targeted lessons in your lesson plan that covers or contributes to that skill?

Yes

No

If No, then why not?

Did you feel that you had sufficient guidance in registering and logging in to Khan Academy?

Yes

No

If No, what information did you need?

Did you feel that you had sufficient guidance in navigating and searching in Khan Academy?

Yes

No

If No, what information did you need?

Did you feel that you had sufficient guidance in identifying the top three most difficult skills

encountered by your students?

Yes

No

If No, what information did you need?

Did you feel that you had sufficient guidance in modifying the lesson(s) that support or cover

the difficult skills represented by your group?

Yes
ISD PROJECT UPDATE GROUP 2 35

No

If No, what information did you need?

Follow Up Assessment Survey: To be completed one year after the end of workshop

Have you continued to use Khan Academy to amplify your critical lesson(s)?

Yes

No

If No, then why not?

If you have stopped using Khan Academy, have you substituted a different learning

technology resource?

If Yes, which one & why

If No, why?

Understanding that every class of students will vary, with that fact in mind, do you believe that

your students have benefited from the implementation of technology in learning?

Yes

No

Please explain

Were you able to become comfortable with technology enhanced teaching?

If yes, how long did it take you?

If no, please explain.

Have you continued to edit your lessons plans to extend the training for those critical areas of

student comprehension?

If Yes, what percentage of the affected lessons have been amplified with Khan Academy?

If No, why not?

ISD PROJECT UPDATE GROUP 2 36

If you have not continued implementation of Khan Academy in your lessons plans, did you

ask the ISD Project Support Team for help?

If Yes, then what help did you not receive that was necessary for your success?

If No, why not?

Do you consider implementation of technology in the classroom to be an important part of

effective teaching?

Yes

If No, why not?