EDUC 633_ISD Project_Flipped Classroom Group.docx
ISD Project - Flipped ClassroomMisty Antonioli, Corinne Blake, Kelly Sparks, and Lauretta TurnerLiberty UniversityEDUC 633AbstractThis instructional design project is geared towards teachers in the Science, Technology, Engineering, and Mathematics (STEM) field and teaches them how to flip their classroom. Media tools such as Blubbr, GoToMeetings, VideoNotes, Camtasia, Storyboarder, and Google Sites were chosen specifically to align with the capabilities of the PCs and Kuno tablets available at the Roanoke Rapids Graded School District (RRGSD). The training will take place on a Weebly webpage where the participants will answer blog questions and complete several assignments in order to master the skills of understanding flipped classrooms, making flipped videos, uploading flipped videos, and creating lessons to assist in assessing student understanding of flipped videos. The training will also allow for peer communication through the blogs and the final e-conference. Flipped classrooms can help teachers transform their learning environment into one that helps fit the 21st century skills needed in today’s world. Keywords: STEM, flipped, Blubbr, GoToMeetings, VideoNotes, Camtasia, Storyboarder, Google Sites, Kuno, Weebly, blogs, e-conference, 21st centuryNeed IdentificationThe traditional methods of teaching are becoming extinct. No longer can an educator stand in front of the classroom lecturing and expect the students to pay attention for 45-90 minutes. Johnstone and Percival (1976) conducted a study spanning over 90 lectures that determined there are several moments throughout an instructor’s lecture when student’s attention is interrupted. In addition, research shows that while students are capable of multitasking, distractions in school should be monitored closely to reduce the opportunity for partial attention, the potential reduction of productivity, and decreased cognitive complexity in learning (Toshalis & Nakkula, 2012). Fortunately, there is a new way to teach that can actively engage students by providing differentiated instructional opportunities in an environment both the instructors and students can control. Distance learning is not just for online classes anymore. Flipping a classroom allows students to obtain information necessary for class while at home, learn at their own pace, and still be able to collaborate with peers and the teacher through online methods such as: blogs, screencasts, videos, and e-conferences. According to the North Carolina state standards, students will be taught using 21st century skills (Public Schools of North Carolina, 2013). Integrating flipped classrooms will allow the state and its educators to achieve this need. Educators within the Roanoke Rapids Graded School District (RRGSD) have benefited from forward thinking leaders that have always put technology and professional development as priorities. However, effective professional development often seems elusive or is poorly measured. A recent online survey was given to members of the entire district. High school math, science, and technology teachers indicated that while they are confident in their use of technology but there are certain key concerns that have not been addressed (see Appendix A for technology survey data). Teachers expressed a need for time to integrate technology into curriculum, more effective training to use technology, opportunities to collaborate with colleagues within the discipline, increased options for professional development in the area of technology, tools to stay current on new technology trends, and help aligning the implementation of technology with state standards (Kuchenbrod, 2013). Many teachers listed troubleshooting problems that occur with technology as the highest in importance yet many felt weak or inadequate in their level of proficiency. A similar trend was seen with integrating technology into daily lessons and designing activities that will integrate technology in the classroom. Classroom observations by technology leaders and administrators have also seen the disconnect occurring between technology and state standards as well as effective use of the technology.Goal Statement The goal of this instructional design project is to train 9-12 grade level Science, Technology, Engineering, and Mathematics (STEM) educators at RRGSD on how to flip their classes through a Weebly web-based lesson. Given the use of PC’s and Kuno tablets, educators will use tools such as Camtasia, Storyboarder, GoToMeetings, VideoNotes, Google Sites, and Blubbr to flip their classroom. They will also use websites such as TeacherTube, SchoolTube, BozemanScience, and Khan Academy to find pre-made content related videos. This will aid in accomplishing the goals set forth by the state of North Carolina in providing a classroom where 21st century skills are used by qualified professionals. In addition, the educators at RRGSD have expressed the need for aligning technology with the state standards while incorporating new technology trends. Flipping a classroom can help to achieve this demand. Throughout the Weebly web-based lesson, teachers will learn to describe a flipped classroom, find pre-made videos, create flipped videos, upload flipped videos for students to view from home, provide a format for students and teachers to interact about the lesson, and how to create lessons in order to apply concepts from flipped videos in the classroom. The success of the web-based lesson will be determined by the knowledge gained from the training shown by the blog comments, videos, and lessons created. Task AnalysisFigure 1. Task analysis listing goals and substeps following a Dick, Carey, & Carey model for a flipped classroom lesson.Context and Learner AnalysisThe RRGSD is located in a rural northeastern part of North Carolina. RRGSD happens to be one of the 15 remaining public school districts in the state, as the rest of the schools are county districts (RRGSD, 2013). The district follows closely with its vision statement, that its approximate student body of 3000 will be ready for the 21st century upon graduation. RRGSD places a heavy emphasis on effectively utilizing technology in the district and supports the teachers by offering multiple areas of professional development. Some of the professional development opportunities offered are: Teaching with Technology, Digital Learning Environment Initiative, Technology for Enhanced Literacy, Partners with Friday Institute for Innovative Teaching, Science Technology & Assessment Project for math & science teachers, and Teachers & Scientists Collaborating for Inquiry (RRGSD, 2013). There are currently 216 teachers employed throughout the district.STEM teachers at RRGSD that participate in the training will learn how to flip their classroom through a Weebly web-based lesson. Educators should have motivation and desire to improve their teaching and grow in their profession. Willingness to spend time, energy, and commitment with developing a flipped classroom is a necessity and cannot be avoided (Posner & Rudnitsky, 2006). Teachers who are currently using a teacher-centered approach must be open and prepared to change their current methods to a student-directed model where the teacher acts as the facilitator of the classroom. RRGSD is equipped with computer labs, interactive whiteboards (IWB), and tablets that students are able to take home with them at the end of the school day. The district has provided enough necessary tools to effectively implement a flipped classroom. Each teacher at the high school will have access to the technology that is needed to do this successfully. It is expected that educators will have basic computer operational skills such as knowing how to access and navigate through Microsoft Office, e-mail, and the World Wide Web. Teachers should also be familiar and confident using SMART Technologies and the Kuno tablets. Teachers at RRGSD are proficient in Microsoft Office, email and the internet and will use these skills throughout the training. Daily communications are made through email activities that include sharing Microsoft Office documents. The school district encourages the use of teacher webpages, specifically Google Sites, where all teachers throughout the district are encouraged to publish their class documents on their webpages. These prerequisite skills are needed for teachers to maneuver their way easily through the Weebly web-based lesson. Without having a basic understanding of these technologies listed above, teachers can become frustrated and overwhelmed. To assess whether or not teachers at RRGSD meet the prerequisite skills, two different surveys will be used. There will be an online entry survey at the beginning of the Weebly web-based lesson that will be used to assess their understanding of flipped classrooms. The results of this survey will be used in addition to the data already obtained from RRGSD individual survey that was given to STEM teachers. The RRGSD survey asked teachers to give their feedback on how comfortable they are integrating technology into their classroom. These two surveys will be used to make decisions on if the learner is ready to start the training. Participants will also be asked to confirm their attendance at the training session, at least one week in advance, by filling out the entry survey form on the Weebly (see Appendix B for Weebly form). This training on how to flip a classroom, targets both novice teachers, who are ready to expand upon their technology skills and traditional teachers, who are ready for a change within their classroom. These teachers will range in age from their early twenties to sixties. To support and encourage the use of a flipped classroom, the web-based lesson will be fully accessible online so that teachers are free to work at their own pace at home or at work. The teachers will be paired in STEM content groups in the training to share ideas but they are encouraged to develop support groups within their school where they could share ideas and collaborate further on their experiences. Within the training, teachers will be shown the pre-made resources page within the Weebly, where they will be able to access flipped lessons made by other participants. Initially educators will be using this web-based lesson for professional growth. However, it will not take long before the teachers see the immediate benefits of incorporating this into their teaching. Teachers who are proficient and comfortable using the technology can immediately use the information from the web-based lesson and directly apply it to their specific content area, whether it is science, technology, engineering, or math. Those who are not considered proficient yet will be encouraged to move through the training again and communicate with the instructor until proficiency is reached. Instructional ObjectivesThe learner will be taken on a learning adventure as they make their way through the Weebly web-based lesson. The learner’s prior knowledge will be assessed to make sure they are prepared to start their training. They will then be exposed to introductory resources such as types of flipped videos that can be made, pre-made flipped videos, and informational websites that will start them on their journey. The learner will search the Internet to find content specific pre-made videos that can be reviewed by them for their effectiveness. Next, the participants will follow the web-based lesson in order to create their own content relevant flipped classroom video. Upon individual completion of this part of the training, the learner will be able to collaborate and interact with peers in a group setting as well as in a whole group e-conference. This will allow the learner to follow-up with their training and create learning experiences with their coworkers. Instructional objectives have been written in order to ensure success of each goal stated above. According to Mager (1997), there are three components to writing effective objectives. Performance, condition, and criterion along with the goal statement and the Dick, Carey and Carey model have influenced the following instructional objectives (Szapkiw & Szapkiw, 2010).Prerequisite Objectives · Objective 1.1: Given an introduction video to flipped classrooms, the learner will be able to accurately describe all the components of a flipped classroom.· Objective 1.2: Given introduction resources to flipped videos and pre-made flipped video websites, the learner will be able to choose a design of a flipped classroom and identify how it works. · Objective 1.3: Given Internet access, the learner will be able to find quality pre-made flipped videos for their content area.Sequence of Objectives· Objective 2.1: Given different flipped classroom designs, the learner will choose what design best fits their standards and content goals.· Objective 2.2: Given time to design a content-based idea with individually selected components, the learner will be able to assemble a storyboard to thoughtfully plan their flipped classroom video. · Objective 2.3: Given the use of Camtasia, the learner will capture a flipped content area video.· Objective 3.1: Given the use of Google Sites, the learner will successfully post videos for student and teacher access.· Objective 3.2: Given the use of Google Sites, the learner will be able to apply troubleshooting techniques to flipped video complications.· Objective 4.1: Given the use of Blubbr, the learner will be able to interact with students and provide guiding questions.· Objective 4.2: Given the use of VideoNotes, the learner will be able to write effective notes about the flipped classroom video.· Objective 4.3: Using the flipped video made during the training, the learner will create lessons that can be used to assess the effectiveness of the flipped classroom by measuring student learning.Follow-through Objectives· Objective 5.1: After completing the flipped video, the learner will use Google Sites to interact with peers in their content-based groups. · Objective 5.2: After completing the flipped video training, the learner will use GoToMeetings to e-conference with fellow teachers in real time. Table 1Assessments Aligned to Each Objective in the Flipped Classroom Lesson Objective AssessmentBefore Training· Entry Surveyo Assess prior knowledge· Objective 1.1: Given an introduction video to flipped classrooms, the learner will be able to accurately describe all the components of a flipped classroom.· Objective 1.2: Given introduction resources to flipped videos and pre-made flipped video websites, the learner will be able to choose a design of a flipped classroom and identify how it works. · Blog questionso Objectives 1.1 & 1.2§ 1.1 - Describe the components of an effective flipped classroom video.§ 1.2 - Based on the information provided so far, how does a flipped classroom work?Objective 1.3: Given Internet access, the learner will be able to find quality pre-made flipped videos for their content area.· Student Reviewo Objective 1.3§ Review a pre-made flipped video for your content area.· Objective 2.1: Given different flipped classroom designs, the learner will choose what design best fits their standards and content goals.· Blog questiono Objective 2.1§ 2.1 - Which flipped classroom best fits your class and why?· Objective 2.2: Given time to design a content-based idea with individually selected components, the learner will be able to assemble a storyboard to thoughtfully plan their flipped classroom video. · Storyboard Assignment o Objective 2.2§ Create a storyboard for video on Storyboarder.· Objective 2.3: Given the use of Camtasia, the learner will capture a flipped content area video.· Objective 3.1: Given the use of Google Sites, the learner will successfully post videos for student and teacher access.· Video Assignment o Objectives 2.3 & 3.1§ Create a flipped classroom video. · Objective 3.2: Given the use of Google Sites, the learner will be able to apply troubleshooting techniques to flipped video complications.· Objective 4.1: Given the use of Blubbr, the learner will be able to interact with students and provide guiding questions.· Objective 4.2: Given the use of VideoNotes, the learner will be able to write effective notes about the flipped classroom video.· Blog questionso Objective 3.2, 4.1, & 4.2§ 3.2 - State at least two problems that can occur on Google Sites. How would you troubleshoot these problems?§ 4.1 – What are the pros and cons of using Blubbr to interact with students?§ 4.2 – Discuss the effectiveness of VideoNotes.· Objective 4.3: Using the flipped video made during the training, the learner will create lessons that can be used to assess the effectiveness of the flipped classroom by measuring student learning.· Creating Lessons Assignmento Objective 4.3 § Create a lesson to go with your flipped classroom video to give to students to assess student understanding.· Objective 5.1: After completing the flipped video, the learner will use Google Sites to interact with peers in their STEM content groups. · Blog questiono Objective 5.1§ Attendees will participate in blog discussions with classmates within their content-based groups. Critique at least two of your peers flipped classroom videos. State what worked and what didn’t. Give at least three ideas for improvement.· Objective 5.2: After completing the flipped video training, the learner will use GoToMeetings to e-conference with fellow teachers in real time. · E-conference Assignmento Objective 5.2§ Attendees will participate in an e-conference with the whole training group.Instructional StrategyThe lessons’ instructional activities were designed using the Dick, Carey and Carey instructional strategies as described by Szapkiw and Szapkiw (2010) to include the four key elements of context sequence and clustering, learning components, student groupings, and selection of media and delivery systems. Learning components follow a learner-centered professional development model that has been shown not only to increase teacher perceptions that their time was used efficiently, but it also left more teachers feeling confident in their ability to apply new knowledge (Spencer, 2012). Additionally within the learning components, assessments are beneficial to both the teacher and their students in order to measure performance. Slavin (2012) says, "If any objective is worth teaching, it is worth testing, and vice versa" (p. 404). It is also important that the learner is aware of those objectives throughout the lesson. Therefore, each goal has its own heading tab within the Weebly and each objective has an individual page that contains informational materials on how to successfully master those skills.Throughout the web-based lesson, participants will be required to take part in an entry survey, assignments, and answer several blog questions. The assignments are designed to test the knowledge of the participants to guarantee mastery of the skills developed throughout the lesson. The assignments will include a student review, where the learner will critique a pre-made flipped classroom content relevant video; a storyboard assignment, where the learner will storyboard their video to plan out all necessary components; a video assignment, where the learner will create their own flipped classroom video; create a lesson assignment, where the learner will choose a lesson to supplement their video for their in class portion; and an e-conference assignment, where the learner will meet with all of the participants to discuss the training as well as resources that they found helpful. Blog questions will be embedded throughout the training in order to assess student learning and provide time for reflection throughout (see Appendix C for screenshot of blog questions). Questions will refer to components of an effective flipped lesson, types of flipped classrooms, identifying the best-fit flipped classroom, how to troubleshoot a video problem, effectiveness of VideoNotes, and blog responses/critiques to fellow participants videos. The blog as well as the assignments will be assessed based on a rubric format (see Appendix D for rubrics). All participants must achieve at least two levels of “mastery” and zero levels of “needs improvement” based on these rubrics in order for the training to be deemed completed. Pre-instructional Activities Prior to arriving in the instructional session, attendees will complete a survey as part of their registration. Attendees will begin by accessing the instructor’s prepared website at . The learner will watch a brief introductory pre-made video that provides a brief overview of what a flipped classroom entails. The video will include basic course design for a flipped environment, its benefits, and suggestions. Learners will then be directed to move on to explore the rest of the lesson starting with the introductory page that focus on different design models, considerations provided by both teacher and student perspectives, and pre-made resources.Content Sequence and Cluster ObjectivesLearners that participate in a Weebly web-based lesson are educators that range in both content and technology expertise from novice to experienced. Therefore, material is scaffolded in a way that allows those with a higher comfort level to progress quickly through the lesson, while others that may require more guidance are afforded the opportunity to take their time. Attendees have the basic technology skills of internet use, researching, and word processing. Additionally, learners are expected to be familiar with Google Sites, which is currently used in the district. Regardless of how quickly an individual can progress, the sequence of progression through the four main objectives will be kept consistent. Each learner will navigate through the tabs beginning with the introduction, proceeding to create a video, next upload a video, creating lessons, and finish by collaborating with their peers.Introduction. Upon arrival, attendees will be completing a four-hour training as a group. During that time, they will receive an instructional handout to use as a reference throughout the lesson (see Appendix E for handout). Participants will be introduced to instructors who will provide a quick synopsis of the goals of the lesson and expectations for results. Housekeeping details such as renewal credit sign off sheets, internet key access, and technology login troubleshooting will also be addressed. Learners will be given directions on how to access the website and navigate through the tabs. Learners will also be directed to the timetable within the Weebly to inform the learner about expectations and pacing (see Appendix F for a screenshot of the Weebly timetable). Once the learner is ready, they will begin through the Introduction tab that contains the pre-instructional activities for a flipped classroom.Create a video. Next, the learner will use the information gathered in the introduction to decide upon a type that would be most appropriate for their individual teaching needs. During this portion of the training, the learner will be working independently. Attendees will design a content specific video that can be incorporated into a future lesson. Appropriate components should be chosen based on personal preference and design. After decisions about the video have been made, the learner will use Storyboarder to visually map the sequence of filming as well as define what will be necessary to develop or compile prior to filming. Learners will either log into or create their Camtasia account. Once they sign in, if they are not familiar with the website, they will watch the Getting Started with Camtasia video provided upon the first login. Following the storyboard model, learners will construct a complete video of their flipped content area. Practice will entail creating this video and future videos.Uploading video. Each learner will use their current Google Teacher site to post videos for public use. Videos will be made available to fellow teachers, students, and parents. Participants will navigate through a tutorial that demonstrates how to post the flipped video using a URL or embedded code. Learners will then practice loading the video into their own webpage. Instructors will demonstrate common troubleshooting techniques when incorporating videos within a website and for common flipped video complications. Additionally, instructors will show participants how to navigate through the help guides and tutorial video links provided throughout the training.Creating lessons. Once a video is completed, learners will use both the lesson blog and their personal Google Sites to collaborate and share ideas. Attendees will be grouped according to their specific content area to provide constructive content feedback in addition to peer reviewing each other’s videos. A VideoNotes tutorial will allow the learner to become familiar with the capabilities and potential of the app that allows individuals to take notes in a dual screen while the video is playing. The learner will then be able to teach students how to use the note-taking app. Blubbr will also be introduced as a web 2.0 tools that allows students to watch a flipped video and answer teacher made questions that are embedded within the video. In order to ensure proper implementation of a flipped video as an educational technique, learners will create lessons to incorporate the flipped videos that were created. Within the lesson, assessment of student learning will need to be done to ensure the effectiveness of the flipped format. E-conference. Finally, the learners will come together to collaborate. A final presentation of the video will be done in real time with a whole group e-conference to allow for collaboration across the various STEM curricula. This collaborative networking will potentially lead to additional resources and hopefully inspire others.Student GroupingDuring the initial pre-instructional phase of the Weebly web-based lesson, participants will begin working individually while viewing the introductory video, describing flipped components, identifying how flipped design works, and researching pre-made flipped videos. Additionally, learners will continue to focus on individual design needs, how to storyboard, creating screencasts, as well as posting and troubleshooting videos. Once the initial phase of preparation is complete, attendees will be clustered based on specific content area within the STEM framework. Specific STEM content groups will work collaboratively to share ideas within the group while learning how to utilize the flipped media tools, and evaluating the effectiveness of instruction. A final grouping will bring all content areas together for a whole group cluster to share flipped videos and participate in real time collaboration. Allowing cross-curricular collective sharing of resources is a valuable tool to extend professional collaboration beyond the lesson and into daily use. AssessmentPre-assessment. Participants attending the training will be asked to complete an online survey at least one week before the start date of the session. Users will be sent a link to their email where they will be asked to complete the survey. This form will serve two different purposes, one to confirm their attendance at the training, and secondly, to assess what participants already know about a flipped classroom (see Appendix B for Weebly form). The online entry survey takes into effect the considerations of an efficient survey, which are mentioned through the work of Farenga, Joyce, and Daniel (2010). To name a few of the considerations one is to make sure participation is anonymous, use short words and sentences when creating questions and answer choices, and leave adequate space when users have to write their answers out. Couper, Traugott, and Lamias (2001) report that it is important for the participants to know their progress so that they do not lose motivation when completing surveys. This survey is composed of five short questions that will allow the instructors to evaluate areas of strength, in order to maximize instructional time on new resources that can be implemented into a flipped classroom. Practice assessment. Learners will be assessed throughout the session on various components of flipping a classroom including how to properly locate pre-made videos and using a downloadable screencasting software program such as Camtasia. Throughout the online training, cues will be used in order to inform the learner that assignments should be turned in (see Appendix G for cues). When content specific STEM content groups meet they will be encouraged to work with programs such as Blubbr, VideoNotes, Google Sites, and GoToMeetings. Participants will be evaluated on whether or not they can use the programs effectively. Working in content specific areas will allow the users to bounce ideas back and forth between one another when creating videos, screencasts, and/or forms for their flipped classroom. Teachers of the same subject specific courses at RRGSD may even be advised to work together to share the workload of flipping their classrooms. Components for the video along with storyboarding will be evident within the learners completed recording(s). When STEM teachers are uploading files to their Google Site, they may encounter problems. Learners will successfully know how to troubleshoot and resolve problems by following the link on the Weebly for supplemental information. After attendees have worked individually as well as within the STEM content groups, they should have a solid understanding of flipped classrooms. Participants will be asked to critique each other’s videos based on the knowledge that they gained throughout the course. Final assessment. The final assessment will be on the participant’s own flipped video lesson. Whole group e-conferencing will be used to share each attendee’s flipped video lesson with all participants of the STEM web-based lesson. One major benefit and motivational piece of having the attendees share with the entire group, is that they will hopefully inspire one another with their videos as well inadvertently share additional resources within their lesson. Participants will be assessed on attendance and participation. Feedback. After STEM participants are assessed, it is crucial that instructors give the STEM teachers feedback. All comments will be provided in a timely manner and will be as specific as possible (Slavin, 2012). The training instructors will have all rubrics posted on their website, which will be easily accessible for the participants. Horton (2012) stressed that continual feedback is given throughout the lesson, which will reinforce the learners that they are succeeding. Both instructor and peer feedback will be incorporated throughout the lesson. Peers will be interacting throughout the training using the instructor’s blog questions. After the e-conference is completed, the instructors will post the completed rubrics to Google docs where participants can view their individual score. They can provide peer feedback via Google Sites and GoToMeetings. Follow-through ActivitiesParticipants will be able to continuously refer back to the resources, blogs, and all flipped videos either pre-made or designed during the training. Some of the tutorials that might need reviewed several times depending on participant level are how to create a video and how to upload videos to Google Sites. The STEM content specific educators will also have access to a forum where continuous collaboration can take place both during and after the training session. Timetable The in-class portion of the training will be four hours total in length. During this time the learner will identify the types of flipped classrooms, find pre-made videos for their content area, critique those videos, decide what type of flipped video they want to create, and storyboard out their ideas. The next portion of the training will be last for two weeks. During this time, the participant will have time to create videos, reflect on their practices, upload videos, create lessons, and critique their peer’s videos. At the end of the training, there will be a mandatory one-hour e-conference. All participants will present their video and answer questions. Prerequisite objectives. The time will vary by each individual, as they must complete the survey before the training session. All surveys must be completed at least one week before the training for attendance purposes. Another varying factor is the amount of time it will take them to view the introduction tab on the instructor’s webpage. It is estimated that it will take the viewers 15-20 minutes to go through the information on the introduction tab. Sequencing objectives. Objectives 2.3 and 3.1 will require one week to accomplish, since participants will be creating a content specific video lesson and uploading it to their Google Site. Maximum estimated time to complete Objectives 3.2, 4.1, and 4.2 is approximately one hour. This allows the learner to troubleshoot any issues they have and well as reflect on the use of the tools Blubbr and VideoNotes. Objective 4.3 will approximately take another week so that participants can make lessons to go along with their videos. Follow-Through objectives. The last two objectives will approximately take 2 hours to complete. Learners will then have to share the link to their site, where all STEM teachers can have access to view other attendee’s video lessons at their convenience (see Appendix H for lesson planning matrix). Participants will go to each other’s sites to view peer-made flipped videos. For approximately one hour, the learner will critique the videos made by their STEM content group peers. Objective 5.2 will also approximately take one hour and will be assessed after the learner has been given two weeks to complete the flipped video and lessons. The instructors will hold one e-conference for the entire class to present their videos and collaborate as a whole. Figure 2. Flowchart representing the activities, media used, and assessments throughout the lesson.Media SelectionTools Used to Create TrainingWeebly. Weebly will be used for the actual training. Users themselves will not develop a Weebly in this course but are welcome to use this as an alternative to Google Sites when presenting their flipped classroom. Weebly works for Windows, Linux, and Mac OS operating systems. Supported browsers consist of “most flavors” of Safari, Internet Explorer, Chrome, and Firefox. Flash plugin may be needed in order to upload files and videos and will need to be installed for full use. Files being uploaded on the free user account cannot exceed a maximum of 10 MB apiece; however, there is unlimited storage and bandwidth associated with this program. Due to the user friendly drop and drag formatting the user does not need to have HTML or JavaScript programming skills. Websites designed on Weebly can be simple or complex allowing user’s skills to grow from simple paragraphs to embedding video and audio enhanced learning. The skills that will be needed during the training by the participants will be simple website navigation skills (Weebly, 2013). Google+Hangouts. Google+ Hangouts is a program by Google+ that allows for social networking. Supported browsers for Hangouts are Google Chrome, Microsoft Internet Explorer, Mozilla Firefox, and Safari. The operating systems required are Mac OS X, Windows, Windows Vista, Windows XP, Chrome, Ubuntu, and other Debian based Linux distributions. Bandwidth suggestions for Hangouts are 1 mbps/1mbps for a 1:1 connection and a 1 mbps/2 mbps for a group connection. Processor requirements are a 2 GHz Dual Core Processor or greater of any kind. Hangouts are also available as an application on iPads and Tablets. On the computer Hangouts is downloaded as a plugin for Google +. However, webcams and microphones are not required to use the program itself they will be needed for this training experience. Participants will need to know how to both start and join a Google Hangout. They will also need to be able to utilize the screen sharing and recording functions available. Skills will be developed through the experience of working with the program as well as following the instructions given in the training (Google, 2013f). Tools Used by ParticipantsGoogle Sites. Teachers at RRGSD attending the training will already have accounts on Google Sites. Users will be using their Google Site to present their flipped classroom. Google Sites supports a variety of information that can be embedded into the website such as videos, slide shows, presentations, attachments, calendars where the site owner can control who has access to viewing their site as well as who can edit the site (Google, 2013c). Creating a Google Site can happen in six easy steps, and with premade and custom templates, users can control how their website is setup (Google, 2013b). Editing is a breeze as no programming skills are required. Google Sites supports Windows (i.e., XP, Vista, 7, 8), Mac (i.e., OSX 10.6 or later), and Linux (i.e., Ubuntu 12.04+, Debian 7+, Open SuSE 12.2+, Fedora Linux 17; Google, 2013a). Supported browsers are Chrome, Internet Explorer, Firefox, and Safari, where all browsers must support JavaScript and cookies for the application to run successfully (Google, 2013e). The maximum attachment size allotted is 20MB, and the site quota is 100MB per website (Google, 2013d). Documents that are embedded, such as Google documents are not counted towards the storage quota, items that are attached to the user’s file cabinet do count towards the storage quota. Lastly, there is no limit to how many pages are created in each site. Teachers at RRGSD will already be familiar with the basic layout of Google Sites. During this training, the instructors will show the participants how to troubleshoot errors when uploading files into their Google website. Pre-made Resources. SchoolTube, YouTube, TeacherTube, Khan Academy, and BozemanScience provide students and educators with safe and free media sharing websites. They are simple to use and can be used to access other resources for help. These websites are free and allow for teachers to make different class projects including digital storytelling, videos, and flipped classroom videos that are approved for the classroom. They also provide the teacher a database of already made videos posted by others that can be utilized. Users also have the option to upload and view documentaries, photos, and audio files. All media is organized into additional categories such as: featured, recently added, most viewed, most discussed, top-rated, and most favored (SchoolTube TeacherTube, 2010). Overall, these pre-made resources are easy to use and highly recommended sites for educators and students to get help with a needed skill or for teachers to gain insight on videos they would like to create. Storyboarder. Storyboarder is an Android application available through Google Play. This application will be used for instructors to plan their flipped classroom lessons prior to delving into the actual video making process. It will help to track what content and media the teacher wants to include in their lesson. Google Play designs this application to be ready to be downloaded on any Android devices 2.2 and up. This application is not available on Windows or IOS operating systems. Storyboarder is free of charge and is 1.2 M in size. The site was updated last on May 30, 2012. Since the participant will develop their own Storyboarder, some skills needed are the ability to take photos and type. The participant will also need a place to upload their finished storyboard when it is completed and in a PDF format (Storyboarder, 2012). Camtasia. Camtasia is a video recorder that lets you capture screen shots through a cursor, pop-up window, or by typing. Once recorded it will be stored on the AVI file for later retrieval. Once the videos are recorded, the user is able to edit, trim, and add transitions. Camtasia uses a storyboard to help with the production of the video. The user also has capabilities of audio on the video. The audio uses Dubit and the microphone. “There are multiple special effects available, such as highlighting the mouse pointer, zooming in on a section, and inserting watermarks and captions” (Larson, 2002). It is wise to have the script ready before starting the video to save some time having to edit and re-record. Users should take into concern the video quality if choosing to record in a noisy place, as the video will catch almost every sound. Lastly, participants should be able to stream their video over the internet so others can view it. By using QuickTime or RealMedia modems and higher resolution systems, it will make it easier to download onto the internet. One of the downfalls of Camtasia is that it is made for PC’s only. Overall, Camtasia is a high functional screen capturing software program that is very effective and easy to use. Blubbr. Blubbr is a website that allows users to play and create trivia videos (Blubbr, 2012). There are different categories to choose from, however, the primary purpose for using this site is for educational purposes. Attendees will use Blubbr to create a video trivia to incorporate into an interactive review as part of flipping their classroom. Blubbr also allows users to challenge their friends on social media networks such as Facebook, Twitter, and Google+ (Blubbr, 2012). Users can create their video trivia using a computer, tablet, or other devices that connect to high-speed internet. Skills needed to create a trivia videos on Blubbr are basic searching and typing skills. To create the video users give it a title, search for clips on YouTube or copy and paste a direct link from YouTube, and then type the trivia question with four possible choices to choose from. Multiple video files can be added and each clip can be a maximum of 20 seconds. After the short clip is viewed then the trivia question will appear and the player has 20 seconds to answer the question. When creating a trivia video there must be a minimum of five questions. Before the video will publish, Blubbr will ask the user to assign it to a category and then add tags, so that the video can easily be searched. The video will be accessible to the public and it can be shared through various social media sites, embedded in a website, or it can be shared directly with a link. VideoNotes. VideoNotes is a Google Drive app that allows students to take notes while viewing a video on the same screen. Learners will use VideoNotes as an instructional tool with their flipped videos and teach their students how to use it. The Google app allows individuals to save notes and share the notes with others using similar permissions as other Google apps (Byrne, 2013). Learners will need to use their Google email account that is provided within the district. High-speed internet access will be necessary in order to properly view the videos. VideoNotes works well with Coursera, Udacity, edX, Khan Academy, and YouTube video formats (VideoNot.es, 2013). Google Chrome will be the recommended browser, however, Firefox and Internet Explorer will work. Learners will create notes within the app and then respond and reflect in a blog about the appropriate use of the tool within a lesson. The skills learners need include being familiar with how to install the app within the drive and then access the app after installation. They will also need to have reasonable typing skills and know how to access videos. These skills will be reinforced during use within the lesson.GoToMeetings. During the final e-conference, learners will use the web conferencing tool GoToMeetings. GoToMeetings can be used with a computer, iPad, iPhone or Android device, and apps are available for each device (Citrix, 2013). It uses HDFaces for video conferencing. Up to 25 participants can meet at the same time with up to six video streams and a shared desktop on the same screen. Most HD-capable webcams can be used, and it will adjust automatically to the bandwidth and hardware resources available (Citrix, 2013). Learners will need to have access to high-speed internet, a webcam, and audio capabilities. Skills needed are the ability to use a webcam, share a desktop, and manipulate audio and video settings. During the lesson, individuals will be shown how to download the tool and log in to a future meeting. Learners will gain experience using the e-conference tool during the actual meeting.ReferencesBlubbr. (2012). About us. . Retrieved from , R. (2013). VideoNotes – A great tool for taking notes while watching academic videos. In Free Technology for Teachers. Retrieved from . Uj0Nm8ZwrwkCitrix Online, LLC. (2013). GoToMeeting Features. Retrieved from , M. P., Traugott, M. W., & Lamias, M. J. (2001). Web survey and design and administration. The Public Opinion Quarterly, 65 (2), 230-253. Retrieved from Farenga, S., Joyce, B. A., & Ness, D. (2010). Investing green: Creating surveys to answer questions. Science Scope, 33(7). 12-16. Retrieved from Google. (2013a). Chrome system requirements. Support.. Retrieved from . (2013b). Create a site. Support.. Retrieved from . (2013c). Sign up. Support.. Retrieved from . (2013d). Storage and file limits. Support.. Retrieved from . (2013e). Supported browsers. Support.. Retrieved from (2013f). Google hangouts. Support.. Retrieved from , W. (2011). E-learning by design (2nd ed.). San Francisco, CA: PfeifferJohnstone, A. H., & Percival, F. (1976). Attention breaks in lecture. Education in Chemistry, 13, 49-50.Kuchenbrod, M. (2013). 2013 technology survey. [Data spreadsheet]. Available from KAb5WdHlacUVJTU1feVc2M2hEd3pGRHF0ZEE#gid=0Larson, H. J. (2002). Camtasia. T + D, 56(9), 72-73. Retrieved from , R.F. (1997). Preparing instructional objectives. (2rd ed.). Belmont, CA: David S. Lake.Posner, G. J., & Rudnitsky, A. N. (2006). Course design: A guide to curriculum development for teachers (7th ed.). Boston: Pearson Education. Public Schools of North Carolina. (2013). Mission statement. Retrieved from Rapids Graded School District (RRGSD). (2013). About us. Roanoke Rapids Graded School District. Retrieved from SchoolTube TeacherTube. (2010, Mar). Teach, 16, 9. Retrieved from , R. E. (2012). Educational psychology: Theory and practice. (10th ed.) New York, NY: Pearson. Storyboarder. (2012). Google play storyboarder. Retrieved from , A. & Szapkiw, M. (2010). Module 4: Design (P3: Instructional Strategy)[pdf]. Retrieved from module-4-3/Module_4_Instructor_notes_part3%28PDF%29.pdfToshalis, E., & Nakkula, M. J. (2012). Motivation, engagement, and student voice. The Education Digest, 78(1), 29-35. Retrieved from . (2013). Features. Retrieved from (2013). About weebly. Retrieved from AGraphic representation of Technology Survey Data taken May 2013 in Roanoke Rapids Graded School District (Kuchenbrod, 2013). The data is narrowed down from the entire faculty to just Math, Science, and Technology teachers. Figure A1. Percentage of math, science, and technology teachers indicating adequate proficiency or better in technology useFigure A2. Percentage of math, science, and technology teachers indicating average to necessary need for technology assistance.Appendix BFigure B1 Screenshot of the entry survey questions found within the introduction page of the Weebly.Appendix CFigure C1. Screenshot of blog questions asked in each objective throughout the flipped classroom lesson.Appendix DRubrics for each of the assessments given within the Flipped Classroom lesson.Table D1Blog RubricBlog QuestionsMastery 100%Proficient 85%Needs Improvement below 85%Initial Blog Initial blog is 200 words and on time. Initial blog 150 words and on time. Initial blog less than 100 words and not on time.Response Responded to 2 classmates with at least 100 words. Responded to 1 classmate with at least 100 words. No response done. TopicTopic of blog was clearly addressed with a unique ic of blog was not clearly addressed but response was ic of blog was not addressed and/or response was not unique.APA, Spelling, & GrammarProper APA style writing and no spelling or grammatical mistakes.Proper APA style writing with 1-3 spelling or grammatical errors.APA style of writing was not used and/or several spelling and/or grammatical errors. NetiquetteParticipant is respectful in all posts. Participants make one error when responding to blog topics.Participant is disrespectful throughout the blogs.ContentFully answers the blog question. Somewhat answers the blog question.Doesn’t answer the blog question at all.Table D2Student Review Assignment RubricStudent ReviewMastery 100%Proficient 85% Needs Improvement below 85%Student input Pre-made video for the can be watched and for the desired content area. Pre-made video. Is not for the desired content area. No video. Not for content area. Writing format APA with 250 words, answers all question listed. APA with 200 words, answers some questions. APA with less than 200 words, no questions addressed.On TimeTurned in timely matter. Turned in a day late. Turned in two days late. Content Relevant Focus on questions and organized. Focus on questions, some parts not organized. Not on subject, no organization. Table D3Storyboard Assignment RubricStoryboard AssignmentMastery 100%Proficient85%Needs Improvementbelow 85%Clarity and Neatness 100% of the storyboard is easy to read and components of lesson are so clearly written. 75% of the storyboard is easy to read and components of the lesson are clearly written. Storyboard is hard to read and one cannot tell what goes where.Length10 images.9-8 images. <7 images. Captions.All 10 images had captions.1-2 images were missing captions. More than 2 images were missing captions. FlowStoryboard flows without any problems.Storyboard is at least 80% in order. Storyboard does not flow at all. Spelling & Grammar No spelling or grammatical mistakes on a storyboard with lots of text. 1-3 spelling or grammatical errors on the storyboard. Several spelling and/or grammatical errors on the storyboard. On timeTurned in on a timely matter. Turned in a day late. Turned in two days late. Content relevant Focus on the assignment.Focus is a little off the subject. Focus is not on content. Table D4Video Assignment RubricVideo Mastery 100%Proficient 85%Needs Improvementbelow 85%Video Length Video is 15-20 minutes long. Video is only 14-11 minutes long.Video is 10 minutes or less.Content RelevantOutline of lesson plan is present and submitted on time.Outline of lesson plan is not complete, or is late.Outline of lesson plan is not complete and is late, or is not present.Closed CaptioningClosed captioning was available and timed properly to video.Closed captioning was present but not available the whole time or timing was off. Closed captioning not available. VideoVideo is clear and engaging.A problem with parts of video not working correctly. The video does not work when you click on play button. Audio Audio is clear, no slurred or stop parts. A problem with parts of audio not working correctly. The audio does not work, no sound at all. Uploaded LinksLink is working and no technical errors. Link work, but has a technical error. Link does not work, technical error. SubmissionAssignment was turned in on time.Assignment was a day late.Assignment was more than a day late. Table D5Create a Lesson Assignment RubricCreate a LessonMastery 100%Proficient 85% Needs Improvementbelow 85%QuantityHad all 3 lessons created for the flipped video.Had only 2 lessons created for the flipped video.Had only 1 or no lessons created for the flipped video.LessonsLesson is easy to follow with the video.Lesson is a little hard to follow with the video. Lesson is hard to follow and no video to help guide the students. AssessmentsAll 3 lessons included assessments.Only 2 lessons included assessments.Only 1 lesson included assessments. Measures contentThe lesson is 3/3 lessons were directly related to the content of the flipped video.The lesson is 2/3 lessons were directly related to the content of the flipped video.The lesson is 1/3 lessons were directly related to the content of the flipped video. Student FriendlyAll students could easily understand the assignment and complete it using the flipped video. 75% of students could easily understand the assignment and complete it using the flipped video. No students could easily understand the assignment and complete it using the flipped video. SubmissionAssignment was turned in on time.Assignment was a day late.Assignment was more than a day late. Table D6E-conference Assignment RubricE-conferenceMastery100% Proficient 85%Needs Improvementbelow 85%AttendanceWas on time and stayed for the full time of the presentation. Late or stayed for 75% of presentation. No show or stayed for >75% of presentation. ParticipationEngaged in presentation, asked questions and sharing information. Engaged in some of the presentation and sharing information.Little or no engagement, asked no questions, shared no information. Appendix EInstructional handout provided to each participant in the lesson. Gives overview of information and basic navigation through each component of the lesson. Provides overview of task expectations.How to Flip Your Class - Instructional Handout3524250247650Welcome to the Flipped Classroom! Throughout the lesson, you will learn how todescribe a flipped classroomfind pre-made videoscreate flipped videosupload flipped videos for studentsprovide a format for student and teacher interactionshow to create lessons to apply concepts of the flipped classroomThroughout the lesson, you will: read through pages; watch instructional videos and tutorials; reflect on modules through a blog post; submit assignments of artifacts; share information with content groups; and collaborate as a whole group via web conferencing.Navigation through the lesson is easy. Tabs can be found at the top of the page for all components of the lesson making each individual page easily accessible. Buttons to move forward and backward are at the bottom of each page to allow you to move through the lesson in sequence. Buttons for blogs and assignments are positioned within the pages as well as links to the rubrics and instructions.Links to individual assignment instructions, blog questions, rubrics and a timetable are available under the “More…” tab.Time Table…Training: 4 hoursObjectives 1.1, 1.2, 1.3, 2.1, 2.2Individual: 2 weeksObjectives 2.3, 3.1, 3.2, 4.1, 4.2, 4.3, 5.1E-conference: 1 hourObjective 5.2*Where to begin…Once you have signed in and logged on to the internet, go to . Confirm your attendance, take the survey, and watch the brief introductory video.Follow the navigational button to the next section.-221455171450You will continue through each objective by following the buttons at the bottom of each page or selecting the next objective from the drop down tab at the top of the page.Goal 1*Goal 1 focuses on the components that make up a flipped classroom, teacher and student perspectives, and pre-made resources. Read through each page. Follow the links, watch the videos, and explore the resources. Be sure to complete the required tasks as you go.Tasks to be completed:Objective 1.1 Blog: Describe the components of an effective flipped classroom video.Objective 1.2 Blog: Based on the information provided so far, how does a flipped classroom work?Objective 1.3 Assignment: Student ReviewGoal 2*Goal 2 explores what components should be included in a flipped classroom video, how to storyboard you video, and how to record a flipped classroom video. Read through each page. Follow the links and complete the required tasks.Tasks to be completed:Objective 2.1 Blog: Which flipped classroom best fits your class and why?Objective 2.2 Assignment: StoryboarderObjective 2.3 Assignment: VideoGoal 3*Goal 3 helps show how to upload videos to Google Sites and how to troubleshoot potential issues with Google Sites. Read through each page. Follow the links, watch the videos, and complete the required tasks.Tasks to be completed:Objective 3.1 Assignment: Uploading VideoObjective 3.2 Blog: State at least two problems that can occur on Google Sites. How would you troubleshoot these problems? How would you troubleshoot this problem?Goal 4*The focus of goal 4 is the tools that can help create a lesson. Blubbr, VideoNotes, and assessments for students are introduced. Read through each page. Follow the links, watch the videos, and complete the required tasks.Tasks to be completedObjective 4.1 Blog: What are the pros and cons of using Blubbr to interact with students?Objective 4.2 Blog: Discuss the effectiveness of VideoNotes.Objective 4.3 Assignment: Creating LessonsGoal 5*Goal 5 allows individuals to critique peer made flipped videos and participate in an e-conference to discuss the understanding of flipped classroom videos. Objective 5 will require a link to a Google Site towards the end of training. Links to each Google Site will be made available to all participants. An e-conference will be set up via GoToMeetings. Be sure to read through the information at the bottom of Objective 5.2 to acquaint yourself with this tool prior to the e-conference date. Details of actual meeting times and requirements will be posted at a later date.Tasks to be completedObjective 5.1: Blog: Critique at least two of your peers flipped classroom videos. State what worked and what didn’t. Give at least three ideas for improvement.Objective 5.2 Assignment: E-conferenceAppendix FFigure F1 Screenshot of the timetable screen to help learners understand pacing and expectations throughout the lesson.Appendix GCues for the Weebly web-based lesson to let the learner know when they come across important information or need to complete an assignment as part of their training. Figure I1 Example of cue to inform learner that a blog assignment needs to be completed before proceeding.Figure I2 Example of cue to inform learner that an assignment needs to be completed before proceeding.Appendix HLesson Planning MatrixGoal: Throughout the Web-based lesson, teachers will learn to describe a flipped classroom, find pre-made videos, create flipped video lessons, upload flipped videos for students to view from home, provide a format for students and teachers to interact about the lesson, and how to create lessons in order to apply concepts from flipped videos in the classroom.ObjectivesAssessmentsActivitiesInstructional Content/ MaterialsReadingsStudent ParticipationMedia SelectionTime Allotment 1.1: Given an introduction video to flipped classrooms, the learner will be able to accurately describe all the components of a flipped classroom.Blog question§ 1.1 - Describe the components of an effective lesson.FormativeIntroductory VideosRubric & Teacher responsesIndividual/ STEM Content GroupGoogle Sites20 mins1.2: Given introduction resources to flipped videos and pre-made flipped video websites, the learner will be able to choose a design of a flipped classroom and identify how it works.Blog question§ 1.2 - Choose two types of flipped classrooms and compare and contrast them.FormativeIntroductory ResourcesRubric & Teacher responsesIndividual/ STEM ContentGroupGoogle Sites20 mins1.3: Given Internet access, the learner will be able to find quality pre-made flipped videos for their content area.Student Review§ Review a pre-made flipped video for your content area.SummativeInternetRubricIndividualGoogle Sites1 hour2.1: Given different flipped classroom designs, the learner will choose what design best fits their standards and content goals.Blog question§ 2.1 - Which flipped classroom best fits your class and why?FormativeFlipped Classroom Types WebsiteRubric & Teacher responsesIndividual/ STEM ContentGroupGoogle Sites20 mins2.2: Given time to design a content-based idea with individually selected components, the learner will be able to assemble a storyboard to thoughtfully plan their flipped classroom video.Storyboard Assignment § Create a storyboard for video on Storyboarder.FormativeStoryboarder instructionsRubricIndividualStoryboarder2 hours2.3: Given the use of Camtasia, the learner will capture a flipped content area video.Video Assignment § Create a flipped classroom video. SummativeVideo InstructionsRubricIndividualCamtasia1 week (same week as 3.1)3.1: Given the use of Google Sites, the learner will successfully post videos for student and teacher access.Video Assignment § Create a flipped classroom video. SummativeVideo InstructionsRubricIndividualGoogle Sites1 week (same week as 2.3)3.2: Given the use of Google Sites, the learner will be able to apply troubleshooting techniques to flipped video complications.Blog question§ 3.2 - (Given a scenario) How would you troubleshoot this problem?FormativeGoogle Sites ScenarioRubric & Teacher responsesIndividual/ STEM ContentGroupGoogle Sites20 mins4.1: Given the use of Blubbr, the learner will be able to interact with students and provide guiding questions.Blog question§ 4.1 – Ask about the pros and cons of using Blubbr to interact with students.FormativeBlubbr InstructionsRubric & Teacher responsesIndividual/ STEM ContentGroupGoogle Sites/ Blubbr20 mins4.2: Given the use of VideoNotes, the learner will be able to write effective notes and about the flipped classroom video.Blog question§ 4.2 – Ask the learner to discuss the effectiveness of VideoNotes.FormativeVideoNotes InstructionsRubric & Teacher responsesIndividual/ STEM ContentGroupGoogle Sites/ VideoNotes20 mins4.3: Using the flipped video made during the training, the learner will create lessons that can be used to assess the effectiveness of the flipped classroom by measuring student learning.Creating Lessons Assignment§ Create a lesson to go with your flipped classroom video to give to students to assess student understanding.SummativeCreating Lessons InstructionsRubricIndividualLearner chosen media tools1 week5.1: After completing the flipped video, the learner will use Google Sites to interact with peers in their STEM content groups. Blog question§ Attendees will participate blog discussions with classmates within their content-based groups.FormativeGoogle Sites InstructionsRubricSTEM Content GroupGoogle Sites1 hour5.2: After completing the flipped video training, the learner will use GoToMeetings to e-conference with fellow teachers in real time. E-conference Assignment§ Attendees will participate in an e-conference with the whole training group.SummativeE-conference attendance InstructionsParticipationWhole GroupGoToMeetings1 hourFigure I1. Instructional design project flipped classroom lesson planning matrix. ................
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