1. Creating an E-Portfolio Using Google Sites
Lorena C. Lopez
March 8, 2017
EDTC 6332 – Educational Technology Practicum

2. Needs Assessment: Instructional Opportunity
A survey was conducted to determine the level of experience of 59 ninth-grade engineering students in the use of e- portfolios. Survey results showed that 100% of the students have never used or heard about e-portfolios before.
Based on students lack of familiarity with e-portfolios, I identified the opportunity to introduce them to this great technology tool. It is my hope that once they learn the benefits and uses of e-portfolios and how to manage them, students will want to use them for other
courses as well.

3. Needs Assessment: Gap Analysis
In today’s world there is an emphasis on learning with technology, and despite using technology on a daily basis, the reality is that students are unaware of the benefits that technology has to offer to them in educational settings. Currently, students don’t know how to create e-portfolios or even know what an e-portfolio is. This course intends to close the gap of knowledge on e-portfolios by providing students with skills and knowledge associated with creating an e- portfolio and its benefits and uses on workplace or educational settings.

4. Needs Assessment: Proposed Solution
The proposed solution will make use of Google Sites to deliver mini- lessons that will be created using PowToon. The e-learning module will be self-paced, and it will be delivered online using Google Sites, and it will be available for students through Google Classroom. Each mini-lesson will consist of a short video that will show the students the steps they need to follow in order to complete the following tasks:
Create an e-portfolio using Google Sites from a template
Edit a page by adding text
Edit a page by adding an image
Share an e-portfolio online with anyone in the web

5. Instructional Goal:
After completing this e-learning course, students will be
able to create and maintain an individual e-portfolio in
Google Sites by adding text and images to the pages and
by sharing their projects online.

6. Performance Objectives:
Using Google Sites, the learners will select the MHS Engineering Template and name their site “MHS Engineering and their initials” to create an e-portfolio.
Using the Edit Page function, the learners will add a welcome message to their Home Page that will include an autobiography and their content related goals.
Using the Insert Image function, the learners will add a professional looking profile picture to the Home Page.
Using the Share function, the learners will be able share their e- portfolio online with anyone on the internet by selecting the Public on the web option.

7. Assessment of Learning Outcomes:
Performance Objective
Assessment
Using Google Sites, the learners will select the MHS Engineering Template and name their site “MHS Engineering and their initials” to create an e-portfolio.
The following rubric will be used to assess performance for the learning objective:
Using the Edit Page function, the learner will add a
welcome message to their Home Page that will
include an autobiography and their content related
goals.
The following rubric will be used to assess performance for the learning objective.

8. Assessment of Learning Outcomes:
Performance Objective
Assessment
professional looking profile pictures to the Home Page.
The following rubric will be used to assess performance for the learning objective.
Using the Share function, the learners will be able share
their e-portfolio online with anyone on the internet by
creating a link to the e-portfolio selecting the Public
on the web option.

9. Learner Characteristics:
The intended audience for this instructional design is 59 ninth-
grade students in the Introduction to Engineering Design course at
Mission High School who need to create an e-portfolio using
Google Sites. 80% of the students are male while 20% are female,
their ages range from 14 to 16 years, and 98% of the learners are
Hispanics. All students are incoming freshman and have
experience with the use of internet, however, they have little to no
experience using e-portfolios or using Google Sites. Each student
has a district issued Google account and meets the prerequisite
skill of using to Google Classroom.

10. Learning Context:
This e-learning course will be delivered via web as it will allow students to access their account for review from their computers at any place that has Wi-Fi capabilities.
Human Resources: The Introduction to Engineering Design course instructor at Mission High School will conduct the training during each class period.
Instructional Facilities: Training will take place in the computer lab located in room Q101-3 which is equipped with 20 computers.
Technology Resources: Each computer must have internet access. It is required that each attendee has and uses the Google account provided by the Mission Consolidated Independent School District. In addition, students must be enrolled in Google Classroom and must join class with code cb55vx.

11. Training Module Outline:
Duration of course: 42 min.
Time
Event
Instructional Strategy
3 min
Introduction
In order to motivate the learners and get their attention, two questions will be asked.
What is an e-portfolio?
How will an e-portfolio be used on my engineering course?
2 min
Objective
After completing this e-learning course, students will be able to maintain an individual e-portfolio in Google Sites by adding text and images to pages and by sharing their projects online.
1 min
Prerequisite
The prerequisite skill for this training is to have a district issued Google Account and have experience with Google Classroom. Class Code cb55vx is also required to access the training.

12. Training Module Outline:
Duration of course: 42 min.
Time
Event
Instructional Strategy
5 min
Content: How To Create An E-Portfolio?
Creating an e-portfolio in Google Sites involves a series of steps and different options. The basics steps for creating an e-portfolio are: Creating a Google Site using a template, adding text to a page, adding an image to a page, and sharing online with a link.
Creating an e-portfolio using Google Sites. Once you choose a template you are required to give a name to your Google Site (e-portfolio).
Adding text to a page. Text can be added to a page by using the edit function.
Adding images to a page. Images can be added to a page by using the insert function.
Creating a link and sharing online. You are able to create a link to share your e-portfolio and you can choose who you want to share your e-portfolio with.

13. Training Module Outline:
Duration of course: 42 min.
Time
Event
Instructional Strategy
3 min
Guided Practice
An example on how to create, edit, and share an e-portfolio using a template in Google Sites will be provided.
9 min
Independent Practice
A practice assignment will be provided where students will create a Google Site, add text and an image to a page and create a link that gives access to anyone online and share link with instructor.
5 min
Feedback
Instructor will review Google Sites and provide feedback to student electronically.
Assessment
An assessment with be completed by creating an e-portfolio and adding specific information before e-portfolio online.
Closure
Review steps for creating an e-portfolio in Google Sites.
Provide examples of different ways in how e-portfolios can be used.

14. Instructional Resources:
The following resources are required in order to complete the training:
Computer
Internet access
Mission CISD Google Account
Google Sites
Google Classroom Class Code cb55vx
Puzzle Cube Project

15. Training Module Blueprint:
After completing this e-learning course, students will be able to maintain an individual E-Portfolio by learning how to add text and images and sharing their projects online.

16. Formative Evaluation:
The strategies that will be used to evaluate my instructional design are:
One-to-One Evaluation
Small Group Evaluation
For One-to-One Evaluation I will observe one teacher who has no
experience with Google Sites or e-portfolios but meets the prerequisite
of having access to Google Classroom. As he completes the course, I
will ask him a few questions and will observe his actions.
For Small Group Evaluation I will observe a group of three students. As
they complete the course, I will take notes based on their actions,
reactions, and questions.

17. Summary
This e-learning course intends to close the gap of knowledge in the use of e-portfolios for students in the Introduction to Engineering Design course. The learners will review four mini-lessons that will cover four different objectives that assist them to reach the following goals: create an e- portfolio, add text, add images, and share online.
After completing the mini-lessons, the learners will review examples of how to complete an assignment for each of the objectives, followed by an independent practice. Once ready, the learners will complete an assessment for each objective allowing them to verify whether they have mastered the skills or if more training is required.

18. References
Branch, R. M., & Branch, R. M. (2014). Chapter 5 Evaluate. In Instructional design: The Addie Approach (pp ). Place of publication not identified: Springer.
Lopez, L. C. (2017, February 02). E-Portfolios. Retrieved March 09, 2017, from