1. Rationale for eLearning Module By: Sarah Stabile EDU623 Professor Wojcik

2. Learning Objectives By the time a learner finishes this eLearning lesson, he or she should be able to: 1. Compose a document and save it in an appropriately labeled folder (or desktop), given that the learner is familiar with Microsoft Word or other word processing software. 2. Create an email and attach the previously saved document to it before sending, given that the learner has an email address and knows how to send an email. 3. Open the attached document and edit it before resending it to another individual or group of individuals, given that the individual is working on a collaborative group paper/project.

3. Learning Objectives cont. By the time an advanced learner finishes this eLearning lesson, he or she should also be able to: 1. Compose documents using text, images, and multimedia and save it in an appropriately labeled folder, given that the learner is proficient in Microsoft Word, PowerPoint, or Excel 2. Create a zip file and attach it to an email given that the learner has composed multiple documents. 3. Open the attached document and edit it before resending it to another individual or group of individuals, given that the individual is working on a collaborative group paper/project.

4. Analysis Learning Objectives Instructional Goals Instructional Analysis Learning Analysis

5. Instructional Goal Middle and high school students will be able to save a document or file and attach it to an email. Students will be able to use this skill for future secondary and post- secondary learning experiences, including, but not limited to, online learning and blended learning.

6. Environment Why will middle and high school learners benefit from this module?  This is a task that learners should know and use throughout their secondary and post-secondary careers.  Students practice product development with computer-based learning so that low-level students can receive remedial instruction, high-level students can be enriched, and overall material can be learned in a different way to gain a deeper understanding of the material (Reiser & Dempsey, 2011). What tools and resources are necessary for success in this module? Computers Internet access A word document program Email

7. Population Through the use of technology, it is easier to motivate each group of learners (Algozzine, Campbell, & Wang, 2009). There is a need for additional support to help the following learners with integrated technology (Shimoni & Barrington, 2010): Secondary Learners 1. Rural Students (majority) 2. Gifted Students  15% a minimum of one of the following: English, math, history, science, and foreign language 3. Students with learning disabilities  5-10% have learning disabilities

8. Instructional Analysis Procedure of eLearning Module 1. Students will save a document to an appropriately labeled folder. –Students will type a document. –Students will have visual support using an overhead projector from the teacher to help go through the steps for each of the following. –Students will save a document under “Save As…” to an appropriately labeled folder so that they can edit and/or attach the file to an email. Students with disabilities will learn how to save a file onto his/her desktop and determine where to locate it. Gifted students will be able to save a downloaded document and will also be able to copy and paste an image into a new document.

9. Instructional Analysis cont. 2.Students will open up an internet browser and log into their email. Students will create a new e-mail addressing it to their own individual email address and the email address of another in the lesson. - Students will already need to have an email address set up and know how to create an email. 3. Students will attach their saved document to the email that will be sent. - Gifted students will attach several documents and files to an email as a zipped file.

10. Instructional Analysis cont. 4. Students will send the email. –Students will click back to their Inbox and open the email that was just sent to make sure that the attachments were included and can be opened to the original state that they were saved. –Students will edit the work that they had attached, resave it, and send another email with the updated information. This allows the students to work collaboratively.

11. Instructional Analysis cont. 5. When the students are finished with their final product, students will send the document as an attachment to the instructor’s email address. –The instructor will provide feedback to the individual and will try to address a sense of isolation for each individual through peer interaction and instructor support (Shimoni & Barrington, 2010).

12. Learning Analysis Great accessibility to internet Hard for an individual to complete a complex task independently without the help of others (DiMarco & Luzzatto, 2010). –Solution Work collaboratively Share responsibilities in a group setting. By working with others, students with disabilities, rural students and other populations of students will receive more support and opportunities for communication to help them complete various tasks (Shimoni & Barrington, 2010).

13. Learner Analysis cont. Students are provided with the following services: Access to computers at the library and school Technical Support if needed Online tutorial videos Collaboration Email directory Increased student engagement

14. Presentation of eLearning Module Delivery Format –PowerPoint –Email threads and responses Multimedia that will be utilized –Internet –YouTube –Online Tutorial Videos –Email The learner is engaged in content and is actually completing the content at that specific time versus learning and then applying (Wolfson, Cavanagh, & Kraiger, 2014) Challenges –Computer access Solution: Library of Resource Center computer access for all learners –Completion of a task in a timely manner Solution: Set deadlines –Level of Experience Solution: Discussion Board to allow for novice questions to be asked and expert responses to assist with the concerns –Technology Failure Solution: IT assistance will be available upon immediate request

15. Rationale With PowerPoint, students can learn at his or her own speed.  Provides an effective presentation for all learners (Lowe & Lois, 2004) Step by step instructions will be provided on individual slides for learners to reference. Multimedia (YouTube and online tutorial videos) can be incorporated onto each slide so that the students have additional helpful resources  Students are more engaged because of the integrated technology (Wolfson, Cavanagh, & Kraiger, 2014)

16. References Algozzine, R., Campbell, P., & Wang, A. (2009). 63 Tactics for Teaching Diverse Learners, Grades 6-12. Thousand Oaks, Calif: Corwin Press. DiMarco, G., & Luzzatto, E. (2010). Collaborative Learning : Methodology, Types of Interactions and Techniques. New York: Nova Science Publishers. Lowe, L. (2004). Microsoft Office PowerPoint 2003 : Fast & Easy. Boston, MA: Premier Press. Reiser, R. & Dempsey, J. (2011). Trends and Issues in Instructional Design and Technology (3rd ed.) Allyn & Bacon. Boston, MA: Pearson Education, Inc. Shimoni, R. & Barrington, G. (2010, August 31) Meeting the needs of diverse students engaging in e-Learning. eCampusAlberta: BowValley College. Retrieved from https://www.bowvalleycollege.ca/Documents/Diverse%20Learners_Summar y%20Report.pdf Wolfson, N. E., Cavanagh, T. M., & Kraiger, K. (2014). Older Adults and Technology-Based Instruction: Optimizing Learning Outcomes and Transfer. Academy Of Management Learning & Education, 13(1), 26-44. doi:10.5465/amle.2012.0056