Google Classroom

Project Description:

Some instructional tools have become more important particularly after the outbreak of Covid-19 pandemic and thus, more and more teachers and students in the world started using Google Classroom as part of distance education. I heard my colleagues complaining about their instructional challenges to reach out their students effectively. Therefore, I aimed to explain the ways to effectively use and integrate Google Classroom into virtual teaching settings. With the integration of xAPI statements into the training, learners' interactions with the course elements are collected on the Learning Record System (LRS) for the analysis of learners' performance throughout the training.

There is no client in this project because the motivation behind this project is the instructional challenges faced by teachers around the world and our social responsibility to help them.

Here is more about this project.

AUDIENCE

Teachers

RESPONSIBILITIES

Instructional Design, eLearning Development

TOOLS USED

We utilized the following tools in this project:

1. Articulate Storyline 360

2. Canva

3. Miro

PROBLEM, PROCESS, AND SOLUTION

The perceived challenges and needs of teachers can be defined as the underlying problem and the motivation behind this project. In distance education, the physical distance between teachers and students appears to be one of the most significant issue that needs to be overcome. If this issue is not resolved, it can lead to fossilization for students. The utilization of Web 2.0 tools such as Google Classroom is a great way to close the gap between these two components of distance education. Therefore, I developed this e-Learning module to help teachers. As the intended audience is teachers in Turkey, the medium of communication in this training module is Turkish.

THE DESIGN PROCESS

First, we created an Action Plan for the project. We used Miro to develop the action plan for this project and designed it step by step on Miro. The training module starts with a slider to assess the perceived digital literacy levels of learners regarding the use of Google Classroom. After this self-assessment page, the learners are directed to one of two paths in the training module. For the beginners, the tranining starts with tutorial video about Google Classroom, which is embedded to the training and can be alternatively accessed through my YouTube channel. For those who scored themselves equal or more than 5 in the self-assessment page, no tutorial is displayed at the beginning of the training; rather, a quiz is presented as the first activity. Having completed the tutorial video, those who scored themselves four or less are directed to the four more pages that include quizzes about Google Classroom. These quizzes are for both groups of learners and there are four pages designed in this way. I preferred to use different assessment types to keep the learners engaged in the training. The first quiz page included a multiple choice question. The following quiz page included a true/false statement. The third page included a drag and drop activity. Finally the last page addressed six statements to learners and they were asked to choose correct statements among these six statements. Each quiz page offered instant feedback to learners when they failed to answer the questions correctly. Upon successful completion of the traininng the learners were presented with the closure scene.