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Learning Design Solution by Lisa Lin
4.Prototype
Develop the first version of the learning experience, including visual design, content, adaptive feedback, and adaptive pathways.
1.Hands-on Coaching workshop
2.Instructional videos
2.Define
Define goals, learning objectives, and additional needs for the digital learning experience for learners.
Learning needs: based on the survey of teachers' needs, the learning focuses will be Google sites. 
Learning objectives:
1.Teachers will establish their knowledge and skills of Google Sites.
2.Teachers are able to create their class sites and get related learning resources together for their students and teachers after this training.
3.Teachers can collaborate with other team members to create their team website or grade website.
Additional needs:
1.Google accounts
2.Google sites applications
3.Ipads/laptop
1.Empathize
Think about who are the leaners and learners' needs .
Teachers' technology needs survey
Data analyzing
Identified learning needs.
Teachers indicated that they would like to learn more about the applications of Google sites in Education.
Identified target audiences.
K-12 teachers
International teachers under IB curriculm.
Different subjects.
3.Ideate
Brainstorm new ways to bring content to life using new question types, simulations, games, learning apps, and varied assessment items.
Learning theories
Vygotsky’s theories
The More Knowledgeable Other (MKO)
The ZPD is the distance between a learner’s ability to perform a task under adult guidance and/or with peer collaboration and their ability to solve the problem independently. According to Vygotzky, learning occurs in this zone.
Zone of proximal development (ZPD)
The More Knowledgeable Other (MKO). The MKO refers to anyone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. The MKO is normally the teacher, or an older adult, but the MKO could also be a peer, a younger person, or even information from the internet.
Social interaction
Social interaction plays a fundamental role in the process of cognitive development. Vygotsky felt social learning precedes development and stated: Every function in the learners’ cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological) (Vygotsky, 1978 page 57).
5.Test
Collect feedback from professional testers, colleagues, and learners for improvement and next step.
Survey: Use Google form survey for getting teachers' feedback about how to improve the learning design
Instructional Model
Creating learning experiences with appropriated level for learners
Coaching workshop (hands-on, face-to-face)
Collaborative learning to create a mutual learning environment
Group work and discussions to improve social interactions
Tutorial videos
Backward design model
Stage 1 Desired Results
Stage 2 Evidence and Assessment
PERFORMANCE TASK:
1.Task one: Teachers will complete a Google form that is checking their knowledge of Google Sites
2.Task two: Teachers will work as a group to create a Google site to get familiar with how to use the functions of Google site.
3.Task three: Teachers will have a short presentation to explain the site they created.
4.Teachers will integrate Google sites to their classes.
Stage 3 Lesson Plans
Step one: A short introduction about Google Sites.
Step two: Google Forms to check teachers’ understanding of knowledge.
Step three: Teachers work as a group (3-4 teachers per group, they can collaborate with teachers who are teaching the same grade and subject) to create a Google site.
Step four: Teachers work as a group to present their Google site, and provide explanations about the functions of Google Sites they have used and the reasons.
Learning Levels
Bloom's Taxonomy
Level1 :Remembering: Retrieving, recognizing, and recalling relevant knowledge from long‐term memory.
Level 2: Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
Level 3： Applying: Carrying out or using a procedure for executing, or implementing.
Level 4: Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
Level 5: Evaluating: Making judgments based on criteria and standards through checking and critiquing.
Level 6: Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
Brainstorm the Ideas for expectations of each level for learners in the workshop.
Remembering: define the functions of each buttons of Google sites
Understanding: discuss how to apply Google sites education and classroom and explain why
Applying:
1.create a website, use page templates
2.insert pictures, videos, audios, documents and files on Google drive
3.embed pictures, videos, audios, documents, calendars
Analyzing: compare the advantages of Google sites and other website builders (Wix)
Evaluating: select different functions of Google sites to meet their students’ learning needs
Creating:
1.create a Google site for students based on their students’ learning habits, background, and subjects.
2.present their Google site, and provide explanations about the functions of Google Sites they have used and the reasons
- Learning resources sharing
During the workshop, the following learning experiences will be provided.
Step one (Warm up): A short introduction about Google Sites.
Instructional videos about how to create class websites will be recorded and shared with teachers. They could review it on a regular basis.
Class visit: obverse students' reactions of using Google sites that created by their teachers. And interview them about advantages and disadvantages of using Google sites.
Individual meetings: meeting with teachers who participate the workshop, and collect their feedback and challenges of using Google sites after attending the workshop and using the shared resources.
Learners to learners collaboration
Google Chat Setup
Google chat set up for further connections, discussions, communications, technology support
Step two (Quiz): Google Forms to check teachers’ understanding of knowledge.
Step three (Development):
Teachers work as a group (3-4 teachers per group, they can collaborate with teachers who are teaching the same grade and subject) to create a Google site.
Step four(Assessment): Teachers work as a group to present their Google site, and provide explanations about the functions of Google Sites they have used and the reasons.
Step five (Reflection and further discussion):
Reflective question 1: Any other ideas that you would like to use Google sites in your classroom?
Reflective question 2: What are the challenges you may face when you integrate Google sites in your classroom?
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