Ready, Set, Bank!: Online Banking Literacy
Project Objectives: Capital One partnered with Grovo and O.A.T.S to bring online banking literacy to older adults. I carried out an analysis of the audience which revealed that the primary blockers to starting online banking focused on the security of banking in an online environment. As a result, I worked with O.A.T.S and created a free online learning program designed to provide individuals with the digital skills necessary to begin banking online along with some basic understanding of how security works in an online environment and ways to be more secure online. The program design includes an opportunity for learners to try online banking through the use of Capital One’s banking simulator and to participate in this program in a classroom setting at a variety of nonprofit organizations such as O.A.T.S. I created a detailed instructor’s guide and learner activities for those implementing the program through a classroom setting. A “train-the-trainer” webinar was conducted to kick-off nonprofit implementation of the program.
Future Edge: Bridging the Digital Divide
Project Objectives: Capital One partnered with Burning Glass Technologies and conducted an analysis of digital skills required for middle skills jobs. In that finding, they revealed a significant gap and need for 21st-century digital skills to be eligible for such jobs. As a result, Capital One and Grovo partnered to create a free learning program designed to provide individuals with an online learning program design to provide the digital skills necessary to be eligible for such jobs. I created a module approach that focuses on 12 digital skill areas. In addition, I created an instructor’s guide and learner activities for non-profit organizations implementing this course in a classroom setting. Read more here!
A Blended Learning Approach using BlackBoard: LMS Administrator Training and Support
Project Objectives: The Brevard Public School System’s grade and website learning management system (LMS) needed just in time support for current LMS administrators and those becoming LMS administrators for the first time. I designed a blended learning program to provide the online learning for onboarding needs and to provide just-in-time learning for changes and updates within the administrative functions of the LMS. The program resources are available throughout the year. However, formal learning events became open for enrollment three times a year. These formal learning events included certification and scheduled face-to-face hands-on support.
E-Learning: What is Inquiry Learning?
Project Objectives: This e-learning training provides a basic overview of what inquiry learning is, types of inquiry learning, examples of inquiry learning in the classroom , and how can you tell if inquiry learning is taking place. This project came about after it became apparent that teachers and administrators were unclear how to evaluate if inquiry learning was taking place based on the district’s teacher performance evaluation program. A team was put together to become the experts on inquiry learning and to provide a product that could be used district wide to inform teachers and administrators of this learning practice.
What I did: I worked collaboratively with the SMEs to design and develop and e-learning experience that could be used in a variety of settings, including face-to-face and self-paced online learning environments. I used a free version of e-learning authoring tool, SmartBuilder. The team accepted the limitations created by using the free version. These included the inability to convert to HTML5 format (uses FLASH) and inability to download as a Common Cartridge for upload into the district LMS. The team met once a week for three months.
Results: The e-learning training was linked to in the LMS course about Inquiry Learning. It is planned to use this training with school administrators and teachers.
E-Learning: SAMR Model Introduction
Project Objectives: To support the Educational Technology Grant Program (ETGP), a series of workshops and online professional development sessions needed to be developed to support the 2013-2014 grant objectives. The need became apparent after looking at the implementation success and challenges with the previous year’s winner. One of the biggest challenges that the group had was understanding how to implement and manage the technology once the grant period was over. Several factors, include staffing changes and wireless network challenges, led to minimal use of these devices outside of the grant window. Professional development and training was needed.
What I did: This year, ETGP grant winners are required to attended to F2F brick and mortar workshops and participate in a three week online course upon receipt of the grant. I designed the initial F2F workshop to help participant learn about the devices they received, create a management plan for using them, and how to revamp their grants given any limitations they discovered that day. Prior to the next F2F, participants were to complete a series of activities in an online course environment. I created the above module piece as one component of that online course.
Results: The F2F was highly successful with participants rating satisfaction levels high.
Storyboard for Digital Storytelling with Web 2.0 Technologies
Project Objectives: This webinar is designed to expose teachers to a few popular and easy to use web 2.0 applications they can use to create simple digital storytelling projects. Digital storytelling has become an interest due to new Common Core Standards enforcing the use of multimedia in content application. In addition, there has been growing popularity of iPads and apps such as Educreations and iMovie. Because most classrooms do not have easy access to class sets of iPads , introducing alternatives that use computers and computer labs is needed to promote the use of web 2.o application in being just as effective in implementing multimedia products to the classroom.
What I did: I used a PowerPoint storyboard template designed by Christopher Pappas of eLearningindustry.com. It was perfect for storyboarding a webinar. Once the storyboard was completed, reviewed, and edited I then used Blackboard Collaborate Plan. Plan is nice for calling up actions during the webinar making moderating the webinar simple and reusable.
An Academy to Promote 21st Century Skills Using Technology
Project Objectives: The goal of the academy is to develop a cadre of teachers who use cutting edge technologies in their teaching to support student learning and achievement. This is accomplished by requesting that every school in the district (93 elementary and secondary schools) send one teacher to this two-day academy. The academy provides each teacher one cutting edge technology device and offers two days worth of project-based learning of how to use the device in learning along with other technologies available within the district. This year’s target audience is English Language Arts teachers with a focus on developing Common Core 21st century skills. The director of this program wanted sessions that highlighted the use of iPads, Google Apps, and Edmodo to support learning around the Common Core.
What I did: I am a part of a team of technology integrators for the district. Using past evaluation data and this year’s focus and goal, I and one other developed a Needs Assessment to gather background user information of those attending. The goal of the assessment was to identify the user’s level of familiarity with the technologies highlighted (iPad, Google Apps, Edmodo) and the type of support necessary to ensure the learning and technology will transfer into the classroom. Data from the needs assessment was used to design and develop the structure, content, and delivery of each session. A follow-up evaluation was designed and implemented at the end of the two-day academy to determine the effectiveness of each session and what type of follow-up is needed to ensure that the learning and the technologies transfer into learning experiences for students. Integrators were put into teams of two and assigned one session to design and develop for the academy. Each team of integrators was responsible for implementing two different sessions per day. Therefore, the design of the session was detailed and included all necessary delivery materials so that any team of integrators could implement any session assigned. Finally, to manage this project, I developed an action plan that included specific tasks, person responsible, a timeline for completion, and a deadline for delivery.
Online learning through BlackBoard Collaborate
Project Objectives: The goal of this project was to extend technology support and training beyond brick and mortar workshops to online formats. The district already had Black Board Collaborate and Academic to begin supporting online learning. The technology integrator team chose Collaborate as a means for delivering short online learning opportunities for technologies that best fit this format of delivery. In addition, the team wanted to make these webinars interactive rather than lecture style.
What I did: I chose to design two webinar opportunities. The first was for learning how to use Google Spreadsheet in the science and math 5-12 classroom. The second webinar was designed to introduce k-12 teachers to three apps for the iPad that can be used in the classroom to meet a variety of learning objectives. I used BlackBoard Elluminate Panel to design the workflow plan that is used in the Collaborate webinar. I used Microsoft PowerPoint to develop the presentation and the storyboard for the webinar.
Pilot team training on district grade book
Project Objectives: The goal of this project was to design and develop training in a new proposed gradebook the Brevard County School District was looking to purchase for district-wide use grades k-12. The training was delivered to selected group of teachers and schools for the purpose of piloting the gradebook’s capabilities and ability to meet district classroom grading standards.
What I did: The design and development of this pilot training needed to be ready in 7 work days. I first coordinated a brainstorming session with the technology integrator team (group responsible to designing and carrying out the training) to identify the tasks that needed to be addressed. An action plan was laid out with individuals and teams assigned to specific tasks. I and a team of two, were responsible for designing the training lessons. We worked collaboratively through Google Docs with members of the other action plan tasks. This included feedback towards the training presentation, training and support website, and the pilot textbook user manual.
Results: Training evaluation results indicated high satisfaction with how training was presented. Selected pilot teachers entered problems, questions, and suggestions on the training and support website we developed (https://sites.google.com/a/share.brevardschools.org/bpsgradebook/) .
After three months of piloting, the district chose to remain with current gradebook and to continue exploring other options.
An online laboratory experience in the technique of RNA isolation, cDNA preparation, and RT-PCR
Project Objectives: The goal was to develop a laboratory experience geared for general biology students, at the high school level, with an emphasis on the use of DNA technologies, by working with research scientists in designing and carrying out research in the field of immunology.
What I did: Due to the high cost of the materials and equipment necessary to carry out PCR protocol, I developed a blended learning experience that combined a hands-on high school level DNA isolation lab with several online PCR lab experiences.
Results: Given the expense of such protocols an online laboratory has been developed which pulls together a variety of available interactive online tutorials. I gave a presentation on linking the internship investigation to the development of this high school Biology interactive and online experience. The presentation took place at the International Conference of Immunological Sciences in Washington , DC. The classroom PCR WebQuest was published on the American Association of Immunologist John Wallace High School Teachers Program website (http://www.aai.org/Education/Summer_Teachers/Docs/Archive/2004_Parent_Final.pdf)
Project Objectives: The summer industrial fellowship program for teachers (SIFT) coordinates work experiences in industry for teachers with the purpose of having teachers transfer their experiences through the design of relevant curriculum for implementation in public schools.
What I did: My project involved analysis and inventory of the critical materials used to build the solid rocket boosters for the shuttle. I transferred this knowledge into a hands-on engineering experience for paper rockets. Target audience ranged from 6-8th grade. Mock engineering sheets were created for students to carry out proper pre and post flight analysis of materials that made up their paper rocket.
Results: Rocket project was fully implemented for three consecutive years until curriculum change occurred. I won 2nd place in SIFT’s most effective project design contest.