Social Media Workshop - Mastering Googleplus

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EDCI572000, Dr. J. Converso
Social Media Workshop: Mastering Google+
Purdue University
EDCI 572000
Dr. J. Converso
August 15 2012
Kirsten Barrera, Phillip Cook, Lindsey Owens and Freddi Rokaw
CORE Consulting Corporation Kirsten Barrera | Phillip Cook | Lindsey Owens | Freddi Rokaw
Page 1 September 17, 2012
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Table of Contents
Introduction .............................................................................................................................. 5 1. Goal Statement ..................................................................................................................... 6 2. Goal Analysis ........................................................................................................................ 6 3. Sub-skills Analysis .............................................................................................................. 7 3.1 Module 1: Getting Started [Subordinate Skills Analysis] .............................................. 7 3.2 Module 2: Sharing [Subordinate Skills Analysis] ............................................................ 8 3.3 Module 3: Events [Subordinate Skills Analysis] ............................................................... 9 3.4 Module 4: Collaboration [Subordinate Skills Analysis] .............................................. 10 4. Entry Behaviors ................................................................................................................ 11 5. Learner Interview ............................................................................................................ 11 6. Description of Learners ................................................................................................. 12 7. Performance Context and Implications for Instruction ...................................... 12 8. Performance Objectives ................................................................................................. 14 8.1 Module 1 Getting Started with Google+ ........................................................................ 14 8.2 Module 2 Sharing in Google+ ........................................................................................... 14 8.3 Module 3 Creating a Hangout event in Google+ ..................................................... 14 8.4 Module 4 Collaborating in Google+ ................................................................................ 14 9. Instructional Sequence and Procedures ................................................................. 15 9.1 Module 1 Getting Started with Google+ ........................................................................ 15 9.2 Module 2 Sharing in Google+ ........................................................................................... 16 9.3 Module 3 Creating a Hangout event in Google+ ..................................................... 17 9.4 Module 4 Collaborating in Google+ ................................................................................ 19 10. Pre-instructional Activities ........................................................................................ 21 10.1 Module 1 Getting Started with Google+ ..................................................................... 21 10.2 Module 2 Sharing in Google+ ......................................................................................... 21 10.3 Module 3 Creating a Hangout event in Google+ ................................................... 22 10.4 Module 4 Collaborating in Google+ ............................................................................. 22 11. Practice/Feedback ........................................................................................................ 23 Practice Test: Peer Review Checklist ....................................................................................... 23 12. Terminal Objective Strategy ...................................................................................... 24 12.1 Module 1 Getting Started with Google+ ..................................................................... 24 12.2 Module 2 Sharing in Google+ ......................................................................................... 25 12.3 Module 3 Creating a Hangout event in Google+ ................................................... 26 12.4 Module 4 Collaborating in Google+ ............................................................................. 28 13. Student Groupings and Media Selections .............................................................. 30 13.1 Module 1 Getting Started with Google+ ..................................................................... 30 13.2 Module 2 Sharing in Google+ ......................................................................................... 30 13.3 Module 3 Creating a Hangout event in Google+ ................................................... 30
CORE Consulting Corporation Kirsten Barrera | Phillip Cook | Lindsey Owens | Freddi Rokaw Page 2 September 17, 2012
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13.4 Module 4 Collaborating in Google+ ............................................................................. 31
14. Pre- and Post-test Samples ......................................................................................... 32 14.1 Pre-test: Observation Checklist ....................................................................................... 32 14.2 Post-test: Observation Frequency Checklist ................................................................ 32 15. Instructional Materials ................................................................................................ 34 15.1 Module 1 Getting Started with Google+ ..................................................................... 34 15.2 Module 2 Sharing in Google+ ......................................................................................... 34 15.3 Module 3 Creating a Hangout event in Google+ ................................................... 35 15.4 Module 4 Collaborating in Google+ ............................................................................. 35 16. Evaluation of Pilot Instruction .................................................................................. 37 16.1 Learner Characteristics ...................................................................................................... 37 16.1.a Module 1 Getting Started with Google+ ............................................................................. 37 16.1.b Module 2 Sharing in Google+ ................................................................................................. 37 16.1.c Module 3 Creating a Hangout event in Google + ........................................................ 37 16.1.d Module 4 Collaborating in Google+ ..................................................................................... 37 16.2 Context and Procedures ..................................................................................................... 38 16.2.a Module 1 Getting Started with Google+ ............................................................................. 38 16.2.b Module 2 Sharing in Google+ ................................................................................................. 38 16.2.c Module 3 Creating a Hangout event in Google + ........................................................ 39 16.2.d Module 4 Collaborating in Google+ ..................................................................................... 40 16.3 Data and Findings ................................................................................................................. 40 16.3.a Module 1 Getting Started with Google+ ............................................................................. 40 16.3.b Module 2 Sharing in Google+ ................................................................................................. 41 16.3.c Module 3 Creating a Hangout event in Google + ........................................................ 42 16.3.d Module 4 Collaborating in Google+ ..................................................................................... 43 16.4 Revisions to Instruction and Assessment ..................................................................... 44 16.4.a Module 1 Getting Started with Google+ ............................................................................. 44 16.4.b Module 2 Sharing in Google+ ................................................................................................. 44 16.4.c Module 3 Creating a Hangout event in Google + ........................................................ 44 16.4.d Module 4 Collaborating in Google+ ..................................................................................... 44 Appendix ................................................................................................................................. 45 Figure 1.2: Workshop Workflow ............................................................................................... 45 Figure 2: Goal Analysis ................................................................................................................. 46 Figure 3.1 - Module 1: Subordinate Skills Analysis ............................................................ 47 Figure 3.2 - Module 2: Subordinate Skills Analysis ............................................................. 48 Figure 3.3 - Module 3: Subordinate Skills Analysis ............................................................. 49 Figure 3.4 - Module 4: Subordinate Skills Analysis ............................................................. 50 Figure 4.1.a Technology Readiness Survey Questions ................................................... 51 Figure 4.1.b Technology Readiness Survey Results ........................................................ 53 Figure 9.1a Getting Started with Google+ Instructional Job Aid ................................. 54 Figure 9.1b Objective Assessments ........................................................................................ 55 Figure 10.1 Getting Started with Google+ Overview Quiz ............................................. 56 Figure 10.2a Entry Skills Quiz & Social Media Etiquette Reference Guide .............. 57 Table 11a Peer Review Checklist ........................................................................................... 63 Table 13.3.a - Module 3: Collection Worksheet .................................................................... 66
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Table 13.3.b - Module 3: Quick Reference Guide ................................................................. 67 Table 14a Pretest Observation Checklist ............................................................................ 68 Figure 15.2 Module 2 Instructional Materials ................................................................... 69 Figure 15.4 Module 4 Instructional Materials ...................................................................... 80 Figure 15.4.1 Group Activity Sheet ....................................................................................................... 80 Figure 15.4.2 Group Roles ........................................................................................................................ 81 Figure 15.4.3 Group Lab Handout ......................................................................................................... 82 Figure 15.4.4 Group Data .......................................................................................................................... 86 Figure 16.3.1 Module 3: Final Test ........................................................................................ 88
References .............................................................................................................................. 90
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Introduction
LightBulb High School specializes in the disciplines of science and technology. The school serves 1,000 students in grades 9- 12. The faculty has decided to use social media to create an online networking and knowledge sharing space for all four grades. LightBulb High School has selected Google+ to share news and scholastic resources, promote student achievements and success stories, collaborate on Figure 1.1 LightBulb High School extracurricular course activities and provide a social network that strengthens student-teacher relationships. LightBulb High School has contracted Core Consulting Corporation to lead this initiative, design the required instructional materials, and select a pilot group for the first implementation phase. Core Consulting Corp. has designed a four-part workshop that combines technical demonstrations with best practices on using social media for academic collaboration. The four modules of this workshop occur sequentially and cover the following topics: Getting Started (module 1), Sharing (module 2), Events (module 3) and Collaboration (module 4).
Figure 1.2: Workshop workflow and breakdown (see full-sized chart in appendix)
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1. Goal Statement
Students will use Google+ to share news and scholastic resources, promote their achievements and success stories, collaborate on extracurricular course activities and provide a social network that strengthens student-teacher relationships.
2. Goal Analysis
Each of the four modules is designed to promote student reflection, interaction and collaboration to increase their conceptual understanding and application of course concepts. The goals for each of the four modules are shown below.
Figure 2: Goal Analysis (see full-sized chart in appendix)
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3. Sub-skills Analysis
Using hierarchical analysis and procedural analysis strategies, the following four diagrams illustrate the subordinate skills needed to complete each of the four modules of the Social Media Workshop. A combination of intellectual skills, psychomotor skills, verbal information and attitudinal skills are represented.
3.1 Module 1: Getting Started [Subordinate Skills Analysis]

Students participating in the course will be able to create a customized profile (using their school administered email address) with appropriate settings and controls, join correct circles, and search for and successfully find classmates and instructors.
Figure 3.1: Module 1: Subordinate Skills Analysis (see full-sized chart in appendix)
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3.2 Module 2: Sharing [Subordinate Skills Analysis]
Students will choose to use appropriate social media sharing etiquette by posting messages to Google+ that are friendly, academically relevant and adheres to the schools Code of Conduct policies. This is an attitudinal goal, which requires intellectual skills to execute.

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3.3 Module 3: Events [Subordinate Skills Analysis]

Students will create an online hangout event inviting their classmates to review class notes and ask questions of each other. They will discuss and compare notes in order to grasp difficult concepts. This is an intellectual as well as psychomotor skill that requires both mental planning and physical execution.
Figure 3.3: Module 3: Subordinate Skills Analysis (see full-sized chart in Appendix)
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3.4 Module 4: Collaboration [Subordinate Skills Analysis]

Students will be able to collaborate effectively on group assignments by providing peer feedback and discussing appropriate lab activities, course materials and related reflections from class through the use of Google + Hangouts.
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4. Entry Behaviors
Participants in this four-part workshop are in the eleventh grade and will have demonstrated a basic ability to type and read. Based on results from the Technology Readiness Survey (administered prior to the start of class), all students are considered to be frequent Internet and social media users. According to the survey, all students have the basic ability to operate a computer and connect to the Internet. All students have access to computers with Internet connections at home, school computer lab or local library. The school uses Google Apps for EDU, so each student has a school-domain linked user name and password. School calendars are posted on the web at www.lightbulbhs.edu, and individual faculty members post important event dates on personal pages within the schools website. It is apparent that all students have the ability to communicate with their peers, as is evidenced in social situations throughout the school day and beyond the classroom environment. There are no physical, visual or hearing accessibility issues within the group of target learners that might impair the ability to communicate with one another. Support has been provided and agreed to by school administration, faculty and parents (forms were sent home with students to confirm parental support).
5. Learner Interview
There are three potential types of learners in the pilot and all will have different needs: 1. Students who are not familiar with the social media concept of a profile. 2. Students who are familiar with the social media concept of profile, but not familiar with the method Google+ uses or its features. 3. Students who know how to set up a Google+ profile and are familiar with the features. The Technology Readiness Survey was given to all students at LightBulb High School. Based on the results of this survey, the 11th grade chemistry class was the one chosen for the pilot workshop. The results were also used to assess the type of learners in the audience. There were a total of 10 questions, administered anonymously online via Survey Monkey. See Appendix for actual survey questions. Survey Results Summary: Overwhelmingly it was found the learners had experience with computers and social media. Students devoted large amounts of time to various social networking platforms, but none directly with the Google+ platform. Instructors felt they could capitalize on the amount of time students spend on social networking by making it an educational experience. Students seem to echo the same sentiments with questions 8 and 9. Based on the experience with computers both at home and school and the willingness to communicate to with classmates, instructors were
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confident if given instructions, the learners could navigate the Google+ platform. See Appendix for actual survey results.
6. Description of Learners
A group of 30 students enrolled in 11th grade chemistry course at LightBulb High School in San Francisco, California and have agreed to participate in a pilot group. To gather background information on the students, demographic data was collected from official school records, academic data was collected from the instructor, and student insight data was collected through a Technology Readiness Survey. These students are between the ages of 17 and 18 and are all enrolled in the same chemistry class. Based the Technology Readiness Survey results, all students considered themselves frequent Internet and social media users, but only 10% of the students are familiar with Google+. All students have access to computers with Internet connections at home or at the school computer lab. The school uses Google Apps for EDU, so each student has a school-domain linked user name and password. Students are geographically spread out throughout the city with only 20% living within 3 miles of the school. The students selected for this pilot group come from a variety of ethnic backgrounds (5% African American, 25% Asian, 50% Caucasian, 15% Hispanic, and 5% multiethnic), which is representative of the LightBulb High School student body. More than half of the group consists of upper-middle class students with total family incomes averaging $200,000 per year. They had little to no previous knowledge of chemistry; however all completed the prerequisite, biology, prior to starting the course. Motivation to succeed is very high, as the students will be taking standardized state tests at the end of the year that will determine their placement in advanced classes for their senior, pre-college year of high school. 20% of the students are achieving a grade of A, 50% have a B, 15% have a C and 5% are currently failing their chemistry class. Students have communicated that they are excited to be utilizing social media in the classroom and are very willing to enhance their learning by peer collaboration and online supplementary resources.
7. Performance Context and Implications for Instruction

The general concepts and note taking for this topic are being taught in the classroom five days a week, for the entire school year. There are 40 students in the classroom. The instructor in the pilot has proven to be an excellent teacher, but still struggles to make sure that each student gets the attention they deserve. Oftentimes students are grouped together for experiments where they can collaborate, so the concept of learning from each other is very familiar and appealing to the students. For this workshop, collaboration will take place in a virtual environment, so learners need to be technically savvy, which they are. The goal is to mirror the authentic
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collaboration in the classroom in a virtual environment in order to maintain the students motivation for learning. Support has been provided and agreed to by school administration, faculty and parents (forms were sent home with students to confirm parental support). The school uses Google Apps for EDU, so each student has a school-domain linked user name and password. Students will be creating the virtual learning environment from home or a local library where they have adequate equipment and Internet service. If computers are not equipped with cameras for video chat, students can instant message by typing questions, responses and to add other input. Because parental consent and support have been given, the study environment will be treated respectfully with quiet and minimal distraction. Technology compatibility constraints should not present any issues in the development or delivery of the training as the online process will be accessible across both Mac and PC platforms and across multiple web browsers including Internet Explorer, Firefox, Chrome and Safari. Possible constraints may include issues such as the inability of family members to adhere to the creation of an environment conducive to studying in the home, power outages, computers that might be unavailable, break down or crash, insufficient internet speed. In addition, the social immaturity of unpredictable teenagers collaborating may affect the learning context. These constraints could cause serious implications to the instructional effort. With Googles rapid development cycle, however, another potential constraint may arise where a new feature, button or user interface customization may be present in the live instance of Google+ that is not presented in the instructional text or screenshots. It will be crucial to keep these training lessons up-to-date as often as possible to overcome this challenge. Another potential constraint may arise with the required time commitment needed from the instructor to review all student postings to ensure that content adheres to LightBulb High School code of conduct guidelines. A unit will be included in the Sharing lesson that covers social media etiquette and instructs students how to interact online under the schools Code of Conduct policies. This instruction should help offset the need for the instructor to be hyper-vigilant on all student online activities.
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8. Performance Objectives
8.1 Module 1 Getting Started with Google+
The student will create a custom Google+ profile to interact with classmates and instructors via a school administered email address.
8.2 Module 2 Sharing in Google+

Aware that their online posts are being observed by the instructor, students will demonstrate the use of appropriate social media sharing etiquette by posting messages in Google+ that are friendly, academically relevant and adheres to the schools Code of Conduct policies by: Writing messages that are free of pejorative language, positive in contextual tone, and collaborative when answering classmate questions. Selecting news articles, videos or other resources to share that relate to what the students are learning in their course. Verifying that the message content does not violate the schools code of conduct policies. Active student participation will be monitored by the instructor and judged against an observation frequency checklist to demonstrate achievement of this attitudinal goal.
8.3 Module 3 Creating a Hangout event in Google+

The student will generate an event in Google+ inviting fellow classmates to discuss their study topics, compare class notes and share best practices in study methods.
8.4 Module 4 Collaborating in Google+

Students will construct, facilitate and evaluate collaborative sessions through Google+ Hangouts, which result in increased conceptual understanding and intragroup discussion regarding chemistry concepts and phenomena.
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9. Instructional Sequence and Procedures

Overview In class, the instructor will give a brief overview how the Google+ platform will become a part of the academic environment in addition to refreshing the students on LightBulb High Schools Code of Conduct and Acceptable Use Policy as it applies to the Google+ platform. The instructor will also demonstrate how to set up an account in class. Using a LightBulb High email address, the instructors demonstration will replicate exactly what the students will need to do on an overhead projector connected to the classroom computer. Outside of class, students will have the task of setting up their profile. To create their customized profile, students will use their school administered email account in which they already utilize to send and receive school related emails. All students email addresses have the same layout: studentname.lbhs@gmail.com. Delivery System: This instruction will be delivered in a face-to-face environment. The demonstration will show the steps in the order in which they need to be completed. Students are expected to complete steps to create the profile outside of class. In addition to notes taken during the demonstration, students will be provided a quick reference instructional job aid. Content Sequencing and Outline: Objective 1: Update/ Upgrade Profile Objective 2: Add People to Page Objective 3: Follow Interesting People and Places (Instructors and classrooms) Objective 4: Put a Face to Your Name Page Objective 5: Finish Profile Objective 6: Privacy Settings Students will be assessed by the instructor via a web based observed performance assessment. If students are not able to complete each of the objectives, then an in- class assessment will be given reviewing the specific objective.
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Overview: Students access the Sharing module of the Social Media Workshop outside of class from their personal home computer or the school computer lab. They are not required to participate at a specific time of day or week. Delivery System: This lesson is delivered via on-demand web-based instruction, which can be paused and restarted anytime. It is designed to be worked-through as an independent study without any direct instructor facilitation. For technical support or content questions, the instructor should be available for student support during class, after class or via e-mail. The online workshop module will include hands-on exercises where the students will be responsible for posting messages in Google+ based on the demonstrations presented during instruction. Content Sequencing and Outline: Required Entry Skills Quiz o Students take an online Entry Skills Quiz comprised of 6 questions around the topic of social media etiquette. 100% accuracy is required to begin instruction. o Students are provided an optional Social Media Etiquette Reference Guide to review if they need additional support to pass the entry skills quiz. Introduction o Read overview of lesson objectives o Show screenshots of Google+ welcome page Lesson 1: Posting Messages on Google+ o Text-based step-by step documentation o 2-minute video instruction demonstrating how to post a question or statement in Google+ o Activity: Post message Lesson 2A: Add Photo o Text-based step-by step documentation o 2-minute video instruction demonstrating the steps to add a photo to a post o Activity: Post photo Lesson 2B: Add Video o Text-based step-by step documentation o 2-minute video instruction demonstrating the steps to add a video to a post o Activity: Post video
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Lesson 2C: Add Website URL o Text-based step-by step documentation o 2-minute video instruction demonstration the steps to add a URL to a post o Activity: Post URL Part 3: Setting Permissions o Text-based step-by step documentation o 2-minute video instruction demonstrating the steps to limit visibility to an individual/team, disable comments and lock post o Activity: Post message based on varying permission security options Reminder: Summary of social media etiquette tips Next Steps: What students should do after completing instruction

Overview: Instruction and validation for this module will take place in-class. Total in-class instruction, set-up and follow-through for this module will be completed within one hour. The overarching goal of the workshop will take place outside of class and outside of school hours. Delivery System: Instructor will explain, supervise and validate the process of creating a hangout event in Google+ for the purposes of initiating a study group. The learners will be encouraged to ask questions and share examples as the group moves through the instruction. Content Sequencing and Outline: 1. Instructor will welcome the learners to this module of the workshop 2. Instructor will guide a recap of the previous modules 3. Instructor will explain the reason behind learning how to create a Google+ hangout event and how it will be used during the course of the school year. 4. Instructor will use mirroring on the main computer to show examples of other Google+ hangouts (President Obama's Google+ Hangout) for motivational and explanatory purposes. 5. Learners will determine a date to conduct a study group by: a. Selecting a date prior to test b. Confirming their availability on a personal calendar 6. Learners will obtain email addresses from peers by:
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a. Compiling a list of email addresses and writing them on the Collection Worksheet 7. Learners will log in to Google+ by: a. Connecting to the Internet b. Launching a browser c. Entering the URL in address bar d. Entering the learners school-issued user name e. Enter the learners school-issued password and selecting enter 8. Learners will create an event by: a. Selecting event b. Selecting create event c. Selecting the hangout event option from the drop-down menu 9. Learners will enter a date and time for the event by: a. Selecting calendar b. Selecting the pre-determined month c. Selecting the pre-determined date d. Selecting the pre-determined time 10. Learners will add peers as invitees by: a. Completing the invitee field with a list of addresses from Collection Worksheet 11. Learners will send an invitation to the event by: a. Selecting the invite box Follow-through activities include memory aids, as alerts will be set up in Google+ calendars to notify students of the event that they created or have been invited to participate in by email. Students will also provide feedback to each other using the Peer Review Checklist so that they may demonstrate their proficiency and mastery of the instruction. When students have successfully created an event for a study group session in which the group will have discussed study topics, compared class notes and shared best practices in study methods, the results of the transfer will be apparent during the final assessment of grades that analyze previous and current test scores. There will also be a final test used for assessment of this module.
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Overview The overarching goal of this one-hour module is to enable and empower student teams to be able to successfully utilize Google+ hangouts to collaborate on unit challenges and other group-based activities within their chemistry class. Learners will be administered a brief evaluation prior to the start of this four-module series (of which this lesson comprises the fourth module), to assess their level of comfort and confidence in using Google+. In order to accomplish this goal, the instruction will be delivered in a contextualized manner using guided-inquiry techniques where student groups will be provided sample challenges and data from prior unit activities, of which they are familiar. This information will be posted on the course website, as is the method currently in force in the classroom. Individuals will then be dismissed to various locations across the science building to model the distance component, and to experience the unique challenges that may arise. The instructor will group students into teams of four students prior to the start of the module. Student groups will be given a fixed amount of time to briefly collaborate on the task and evaluate the outcome. During the final portion of the module, all of the learners will assemble back into the classroom for a debriefing session, where they will have the opportunity to discuss methodologies that worked, as well as those that did not. Follow up activities to this module include a post-module evaluation. Delivery System This module is delivered within the classroom, with students equipped with Internet connected laptops. Content Sequencing and Outline I. Module Introduction Instructor will welcome the learners, identify the goal of the module, and stipulate meeting locations for participants throughout the building. II. Overview of collaboration using Google+ Student groups will watch a short video (3 minutes), which outlines the creation of a Google+ Hangout. Instructor will facilitate through the answering of questions posed by learners. III. Description of group task Instructor will describe the focus of the group collaboration and identify related materials posted within the course website. Instructor will facilitate through the answering of questions, and will dismiss the group members to begin the collaboration activity.
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Within the group, learners will designate a group leader, and recorder. The group leader will facilitate the discussion. The recorder will be the note taker for the groups collaboration. IV. Group collaboration activity Group members will meet remotely via Google+ to discuss the identification of glass fragments using density techniques (from the Forensics unit in chemistry that they had recently completed). The group task entails synthesizing the posted results from several data sources to correctly identify the type of glass fragment. During this activity, the instructor will be available via email, and will facilitate remotely via a classroom or office space. All data will be the same throughout all groups, so that the overall result may be discussed as a whole group at the conclusion of the module. V. Debriefing and conclusion of module Learner groups will reassemble in the classroom and discuss outcome of collaboration. Groups will whiteboard what worked well and what troubles arose during the collaborative session. Instructor will facilitate the discussion and prompt for check of understanding. VI. Post-module Evaluation Learners will take the post-module evaluation via a created Google Form using their school-issued laptops. Learners receive feedback, showing level of proficiency. Learners are dismissed upon full completion of the post-module evaluation.
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10. Pre-instructional Activities

As denoted on the Technology Readiness Survey, students are familiar with social media. Instead of directly testing the entry skills, students will be asked if they have any experience in social media. If the student has a Facebook account, Twitter account, Instragram account, blog, etc., it will be evident that the student has the entry skills to complete the Google+ profile set up. Those with social media accounts will need to bring a screen shot of their profile with an uploaded photo. Those who do not have a social media account will need to become familiar with the concepts in the Google+ platforms. These students will be assigned short video and quiz on an overview of Google+. Students must make a 100%. Video: http://www.youtube.com/watch?v=3T7N2_0WrPM. Quiz: See Appendix

Most if not all students are expected to be able to accurately differentiate between friendly and non-friendly content posts and to recognize whether content adheres to the schools academic code of conduct policies. To verify that no students lack these prerequisite skills, completion of an entry skills test will be required prior to beginning the Sharing module of the Social Media Workshop. The entry skills test will be administered online and can be repeated as many times as desired. A Social Media Etiquette Reference Guide is provided to the students for added support. All students are required to pass the test with 100% accuracy to begin the workshop module.
Figure 10.2a: Social Media Etiquette Entry Quiz & Reference Guide (see Appendix for full size screenshots or view interactive quiz and watch video on the web)
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Students will have already taken the workshop pre-tests, including the Technology Readiness Survey. Successful completion of module 1 of this workshop is necessary prior to beginning this module 3. For motivational purposes, the instructor will introduce this module of the Google+ workshop as the module that allows them to begin interacting with their friends and peers. The instructor will discuss the reason why they are learning to create a Google+ hangout event. An example of President Obama's Google+ Hangout will be shown during this time.
The motivation should come from this example that is relevant and prescient to 11th grade students. Hopefully the students will understand that if Google+ hangouts are a medium that their President uses, it must be valuable and important. The concept of a hangout in virtual space will also mirror the authentic collaboration that already exists in the classroom and will maintain the students motivation for learning. In addition, the creation of a Google+ hangout event will be detailed by the instructor. The learners will be walked through the procedure during class so they will understand how to create such an event for their study group and any future events that will take place (academic and personal).

Students will have completed the Technology Readiness Survey prior to module 1 as well as the entry skills test within module 2. Successful completion of modules 1- 3 is necessary prior to beginning module 4.
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11. Practice/Feedback
Practice Test: Peer Review Checklist
Overview: Students are encouraged to practice the technical steps outlined in the instructional materials provided for each of the four modules as many times as necessary to master the activities in the Google+. In addition, a peer review assignment is provided as an assessment item during the instructional workshop. During this peer review, students have the ability to observe the performance of their partner and acknowledge whether they have accurately achieved the objective. Students have the opportunity to revise messages or post new content based on their partners feedback. This assessment activity provides both individuals an opportunity to reflect on the instruction and demonstrate mastery of the activity. Peer Review Assignment: Collaborate with your partner in a peer review assignment to observe whether each student has properly achieved the learning objective for the designated module in the social media workshop. Use the following checklist to ensure all items are completed.
Figure 11a: Peer Review Checklist (see Appendix for complete checklist)
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12. Terminal Objective Strategy

Pre-instructional Activities Prior to the instruction, the entry skills must be assessed to ensure the learner is properly prepared. o Entry skills will constantly be relied on and displayed throughout the profile creation process. The following entry skills serve as a foundation for the executing the main steps of the instruction. Navigating to the Google+ website, https://plus.google.com Computer skills: uploading a file (photo), checking email Ability to read at an 8th grade level Typing Skills Use of computer (or laptop, or mobile device) keyboard and mouse Motivation o Instructors will share how the Google+ platform will be used at LightBulb High School. o Learners will be able to increase social interactions in addition to having access to school resources via joining circles. Objectives and purpose: o The objectives for each step and sub-step will be clearly described. Learners will participate in in-class instruction that will review the entire process of creating a Google+ account. Assessment The assessment is on a pass/ fail basis. If students do not pass the assessment (on Google+ or in class), instructors will work with the student until student can successfully complete the instruction. Although none of this assessment will count towards their actual grade in the class, the completion of the Getting Started with Google+ lesson is important because its completion will impact later instruction that will be graded. Each of the six objectives all have a web based observed performance assessment, in which the instructor will check the students profile for specific aspects required to have a customized but secure profile. The last three objectives have in-class assessments should the students not pass the web-based observation. The completion of the profile with appropriate settings will denote passing of the post-test. The post-test will be on a pass/fail basis. Appropriate settings are of the utmost importance to protect the students and the integrity of the pilot. Follow-Through Activities To Aid Retention and the Transfer of Learning: Students will be able to use skills learn to update their profiles, account settings, classmates, classrooms and instructors to follow in the future as the profile is constantly evolving.
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The Sharing workshop module utilizes instructional strategies that align with Gagnes 9 Instructional Events and Kellers ARCS Learner Motivation Model. The following examples illustrate the end-to-end lifecycle view of the learning process: Gaining attention: The workshop lesson is positioned as a fun and engaging experience. All students have relevant experience using other social media platforms, so confidence should be reinforced after demonstrating similarities to Facebook. Informing learner of the objective: Introduction screen in the online workshop provides an outline of the 3-part lesson and an overview of the objective so that the students can acknowledge what they will be able to accomplish by the end of the lesson. Stimulating recall of prerequisite learning: Students are provided with a Social Media Etiquette reference guide and will be required to pass an entry skills test prior to beginning the instruction. Completion of this test should reinforce they know how to demonstrate appropriate behaviors when posting messages online. Presenting the stimulus material: Students follow a three-part web-based lesson paired with instructional videos, text-based documentation and hands-on activities. Providing learning guidance: Screenshot images are used throughout the textbased documentation to provide students guidance on what they see on screen. Short videos are used to illustrate interactive components, such as menu items, and to demonstrate the content publishing process. Eliciting the performance: Activities are introduced at the end of each part of the lesson providing students the opportunity to practice what they have seen in the lesson. Providing feedback about performance correctness: A peer review assignment is included as a part of the workshop lesson to pair students together to observe performance and provide feedback on their behaviors. The instructor will also be regularly monitoring student posts to guide individuals if they are demonstrating inadequate performance. Assessing the performance: Entry skills tests, pretests, practice tests and posttests will all be utilized for this module to assess ongoing performance.
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Enhancing retention and transfer: With repeated practice and usage throughout the semester, students should be demonstrating mastery of the activities outlined in the workshop lesson by the end of the course. Through the web-based instruction and activities, students should be able to apply what they have learned during the course to social media activities in other courses or personal activities outside of class.
Summary Goal: Students will generate an online hangout event in Google+ inviting fellow classmates to discuss study topics, compare class notes and share best practices in study methods. This is an intellectual as well as a psychomotor learning objective and contains sub-steps that are cognitive and intellectual in nature as well. Context: The initial instruction and validation of goals will take place in class. The final goal of the instruction will take place outside of class and outside of school hours. Total in-class instruction, set-up and follow-through should be completed in one hour. This specific training module will take advantage of the collaboration that takes place in a virtual environment. The goal is to mirror the authentic collaboration in the classroom in a virtual environment in order to maintain the students motivation for learning. As seen in the learner analysis, this type of environment is familiar and appealing to the students. Pre-instructional activities Motivation: The instructor will introduce this module of the Google+ workshop as the module that allows them to start interacting with their friends and peers. The instructor will discuss the reason why they are learning to create a Google+ hangout event. An example of a hangout event with the President will be shown during this time. The motivation should come from this example that is relevant and prescient to 11th grade students. The concept of a hangout in a virtual environment will also mirror the authentic collaboration that already exists in the classroom and will maintain the students motivation for learning. Objectives: The creation of a Google+ hangout event will be detailed. The learners will be walked through the procedure during class so they will understand how to create one for their study group and any future events that will take place (academic and personal). Entry Skills: Entry skills for this instruction include the ability to use a computer. Students will be able to enter information (typing or voice-to-text) as input into the
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computer. Students will have the ability to read. Learners will have already taken the module in the workshop that provides them with a User ID and password for Google+. They will have access to their peers to compile a list of email addresses for their inclusion in the study group. Students will also have access to a valid school or personal planner to determine availability for a study group. Support has been provided and agreed to by school administration, faculty and parents (forms were sent home with students to confirm parental support). Student Grouping and Media Selections: Instructor led to the entire group. Instruction will be delivered throughout the hour, along with hands-on use of a computer. The instructor will create differentiated groups based on current ability, which correlates to grades in an effort to have all levels of understanding represented in each group. Group size will range from 3-6 students, including the learner. The instructor will distribute two procedural worksheets: One for lists of names and addresses to be collected and used as a worksheet for objective 2.0, and one for a list of procedures to follow that may be used for reference only. The instructor will mirror his/her computer while showing examples of Google+ hangouts during the beginning of instruction and welcome. The class will be supported and supervised by the instructor during this one-hour exercise. Assessment Pre-tests: There will be no formal pretests for this module as all members of the target population have participated in the Pre-Test Observation session and have proven to be proficient in how to use a computer, have Google+ User IDs and passwords, and have the ability to communicate with their peers. Post-tests: The post-test for this instruction will take place after each student has successfully sent out invitations for study groups to their peers. The final assessment will confirm that the student has successfully created an event for a study group session in which the group discussed study topics, compared class notes and shared best practices in study methods. Feedback will come from peers that were involved in the learners study group. The instructor will make final assessments after analyzing the comparison of latest test results to those of previous tests throughout the year that will assess the students level of proficiency and mastery. Student Grouping and Media Selections: Learners will be able to collaborate during the instruction, but all assessments will be submitted individually. The assessments will be submitted either on paper or in the form of a computer file.
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Follow-through Activities Memory Aid: Alerts will be set up in Google+ calendars to notify students of the event that they created or have been invited to participate in by email. Transfer: Students will have successfully created an event for a study group session in which the group will have discussed study topics, compared class notes and shared best practices in study methods. The results of the transfer will be apparent during the final assessment of grades that analyze previous and current test scores. Student Grouping and Media Selections: Students will be grouped in study group sessions as selected in step 2.0. The media selection will include computers and class notes. Content Presentation and Learner Participation Student Grouping and Media Selection: The instructor will lead the introduction for the entire class. Most work will be done individually on computers. There will be a worksheet and a reference sheet distributed at the beginning of the hour. Students will be encouraged to ask questions, share discoveries and collaborate with one another during the course of the instructional hour. Content Presentation: The instructor will explain, supervise and validate the process of creating a hangout event in Google+ for the purposes of initiating a study group. The learners will be encouraged to ask questions and share examples as the group moves through the instruction. Examples: Examples of other Google+ hangouts will be provided during instruction. One example to be used is that of a hangout event with President Obama regarding his 2012 State of the Union address from January 30, 2012.

Overview Module 4 is the culmination of the series of instruction and is delivered in a context specific format. Learners, grouped into small groups of four, utilize their skills developed within the prior modules to work together to solve a contextualized problem, which requires collaboration using Google+ Hangouts. The module engages learners through the use of familiar material (the Glass Fragments lab activity) within the new context of online discussion. The module starts as a whole class discussion, and fittingly ends as such, allowing for the exchange of ideas within small groups as well as across the class. The role of the instructor is to facilitate discussion and engage group
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Assessment The primary focus of this module of instruction is to enable learners to identify, conduct and evaluate effective collaborative sessions using Google+ Hangouts in order to improve their performance and understanding of course related concepts within the context of end of unit challenges and related group tasks. With this in mind, evaluation of the module will be comprised of two online evaluations: a post-module evaluation, as well as a team evaluation, which will be completed by each of the group members within the student teams at the conclusion of the module. Sample evaluation items are shown in the right hand columns of the tables in the Objectives & Evaluation section, and consist of learner-centered and context-centered prompts. The primary goal of the post-module evaluation is to have the student teams self-assess their ability to utilize Google+ hangouts in order to successfully and cooperatively solve a context driven task in their class.
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13. Student Groupings and Media Selections

Student Groupings: Students will not be grouped while receiving instruction on creating their profiles in Google+, as each student is solely responsible for their own profile. Media Selections: Google+ Overview Video Instructional Job Aid Document In class Objective Assessments
Student Groupings: Since the instructor is striving to enhance student engagement and close the communication gap, student grouping strategies are encouraged and heavily utilized to promote socialization and maintain motivation. During live class instruction, students work in teams of 4 on lab activities. These teams are represented in Circles in Google+ in order to promote additional communication and collaboration outside of class. For this workshop module, students are grouped in pairs of 2 (within their 4- person team) for the peer-review assignment to observe performance on posting messages, photos, videos and URLs to Google+. Media Selection: Web-based e-learning tutorial Multimedia videos Step-by-step text-based documentation

Student Groupings: This module will be instructor led to the entire group. Instruction will be delivered throughout the hour, along with hands-on use of individual computers. Students will group themselves for study groups by choosing at least one peer that has a higher grade than them and one that has a lower grade in the class for the purpose of gathering invitees for the event. Group size will range from 3-6 students, including the learner. Media Selection: The instructor will distribute two procedural worksheets: A Worksheet for lists of names and addresses to be collected and a Quick Reference Guide which provides
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a list of procedures to follow that may be used for reference throughout instruction. The instructor will mirror the display of his/her computer while showing examples of Google+ hangouts during the beginning of instruction and welcome. The class will be supported and supervised by the instructor during this one-hour exercise. There will be use of external video sources for example purposes.

Student Groupings The module begins as a whole-class, where the instructor provides an overview of the activities within the module. The instructor will break the class up into groups of four students, who will work together collaborating on a provided task. All student groups will reassemble within the classroom at the conclusion of the activity for a debriefing and discussion session, facilitated by the instructor. Media Selections This module utilizes: Multimedia video Web-based evaluations Textual documentation
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14. Pre- and Post-test Samples

14.1 Pre-test: Observation Checklist
Overview: Social media usage is generally prevalent within high school age students; however, only 10% of the students claimed they are familiar with Google+ on the Technology Readiness Survey (conducted to identify the right pilot group for this project). An optional pretest can be provided to students who consider themselves proficient with Google+. This pretest provides an opportunity for students to bypass the workshop and proceed to the third module of the workshop. This pretest assessment entails a one-on-one observation session where the instructor watches the student perform a series of activities in Google+. Use the following checklist as a guide to determine if the student already has the knowledge and skills needed to bypass each of the social media workshop modules. All students should are required to take social media etiquette entry skills test, even if they opt for this assessment test.
Figure 14.1: Pretest Observation Checklist sample (see Appendix for complete Pretest Checklist)
14.2 Post-test: Observation Frequency Checklist

Overview: The instructor will monitor actual student activity beyond the instructional workshop, through the semester in order to evaluate whether the students have properly demonstrated that they are achieved the learning objectives for each module. The instructor will use a frequency count assessment chart throughout the course of instruction.
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For the instructor: Use the following frequency count checklist to determine level of student engagement. Place a tally mark in the designated column for each item (positive or negative) to evaluate how well the student is adhering to the social media etiquette guide. Observation Item: Updates personal profile Posts a statement Posts a question Responds to a classmates post Answers a classmates question Posts a photo Posts a video Posts a URL Creates an event Collaborates live with classmates Shares relevant documents during collaboration Frequency of Behavior Notes / Comments Positive Negative
Table 14.2 Post-test Observation Frequency Checklist
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15. Instructional Materials

The following materials are needed to complete this instruction: Pre-Instruction Materials o If learner has social media account: Print screen of account home page with picture uploaded o If does not have social media account: Google+ Overview Video and quiz Actual Instruction Materials: o Instructional Job Aid o In class objective Assessments for objectives 4, 5, and 6

Students will access the Sharing lesson of the Social Media Workshop outside of class from their personal home computer or the school computer lab. This 3-part module is delivered via on-demand web-based instruction without any direct instructor facilitation. This workshop module contains step-by-step instructions to work through learning activities as well as recorded video demonstrations to show the steps in action.
Figure 25.2: Social Media Workshop Sharing Instructional Materials (see Appendix for full size screenshots or view interactive quiz and watch video on the web)
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Prior to this module, students will have completed modules 1 and 2. They will have already completed the Technology Readiness Survey and Entry Skills Quiz. During instruction there will be a Worksheet and a Quick Reference Guide distributed at the beginning of the hour-long module. Students will view a video as an example of a Google+ Hangout event featuring President Obama. Other media selections will include student generated class notes to be shared with the entire class. Following this module, students will take a Final Test. This final assessment will confirm that the student has successfully created an event for a study group session in which the group discussed study topics, compared class notes and shared best practices in study methods. Following the entire workshop, students will complete a Peer Feedback form and the final workshop assessment will be produced by analyzing the comparison of latest test results to those of previous tests throughout the year.

Module 4 is delivered in-class, with students accessing required reference materials via a course management system (the screenshot below shows a mockup of the course page on Schoology, the course management system used at LightBulb High School).
Figure 15.3.1: Schoology Online Module
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The module begins with students viewing a screencast, showing the creation of a Google+ Hangout.
Figure 15.4.2: Hangout Screencast
Students are provided with a single handout, which describes the activity and expectations. The rest of the instructional materials (roles, data, and lab sheet) are available digitally on the Schoology module page. Following the module, students will complete a team evaluation and post-module evaluation.
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16. Evaluation of Pilot Instruction

16.1 Learner Characteristics
16.1.a Module 1 Getting Started with Google+ Learner 1: Black male, 28 years old, occupation - football coach, very computer savvy and very familiar with social media (has two Facebook accounts, no Google+ experience) Learner 2: Black female, 55 years old, occupation home maker and mother of two, computer savvy but not familiar any social media platform. Understands general concept of social networking but does not have any accounts on any platforms. 16.1.b Module 2 Sharing in Google+ Learner 1: Caucasian female, 32 years old, occupation first grade teacher. Moderately tech savvy but has never used social media. She is familiar with Google+ but did not have a personal account prior to this instructional session. Skeptical to see how this would be used with her students because they are so young, but she sees potential value in career development and networking. Learner 2: Caucasian male, 34 years old, occupation IT Director for a national staffing organization. He is extremely tech savvy and is a heavy social media user. Often acts as a tech trendsetter. Already has a Google+ account, but is an infrequent user compared to other social media sites such as Facebook and LinkedIn. Motivated to advance knowledge of Google+. 16.1.c Module 3 Creating a Hangout event in Google + Learner 1: Caucasian male, 50 years old, occupation professional musician and composer, computer savvy and very familiar with social media (has a Google+ account but was not familiar with Google Hangout events). Highly motivated to learn how to create Google+ hangout events. Learner 2: Caucasian female, 53 years old, occupation computer trainer, 3D computer animator. Very computer savvy and somewhat familiar with social networking software and use. Rarely uses her existing Google+ account. Somewhat motivated to learn how to create Google+ hangout events. 16.1.d Module 4 Collaborating in Google+ Learner 1: Caucasian female, 36 years old, occupation marketing and social media strategist. Very familiar with social networking and has an active Google+ account. Frequently uses Google+ Hangouts for group meetings.
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Learner 2: Caucasian male, 35 years old, occupation science educator at a private boarding school. Familiar with using computers to access the Internet and has an active Google+ account. Has not used Google+ Hangouts prior to this instruction.
16.2 Context and Procedures

16.2.a Module 1 Getting Started with Google+ Context for Learners 1 and 2: Early afternoon, conference room environment, two laptops, and an overhead projector. Instructor led. Procedure: o Learner 1: had social media accounts and didnt need to view Google overview video and take the quiz o Learner 2: had no social experience, viewed the video and passed the quiz on the first attempt o Instructor explained Google+ platform and was interrupted by a person entering the conference room to ask Learner 1 a question. o Using the overhead projector, went through a demonstration of setting up account using a predetermined gmail email address while students observed and took notes o Gave out instructional job aid and a list of assigned predetermined gmail email addresses to students. o Gave students the instructions to set up their own accounts including a picture, add each other, and myself to their profile o Instructor left the room to allow students to set up account 16.2.b Module 2 Sharing in Google+ Context for Learner 1 and Learner 2: Instruction took place in a home environment on personal computers, directed through personalized 1:1 sessions using observation techniques. The goal was to mimic the environment of the real instructional setting (which has no direct instructor involvement). Each learner was instructed how to access the instructional materials, provided with the context behind Module 1 Getting Started and was observed as they worked through the content independently. Procedure: o Learner 1 did not have a Google account prior to starting the instruction and was assisted through this process. Learner 2 already had an account created and successfully logged into his personal profile before beginning instruction.
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o Instructor provided both an overview and context of Module 1 prior to beginning of the workshop module. o Instructor demonstrated how to access the entry quiz, social media reference guide and Sharing module instructional presentation. o Instructor observed Learner actions and answered questions throughout the process. 16.2.c Module 3 Creating a Hangout event in Google + Context for Learner 1 and Learner 2: Instruction took place late at night in a comfortable home environment on individual personal computers. The computers had small screens and the Internet service was deemed to be adequate. Learners were directed through the module using instructor-lead guidance and observation. The goal was to mimic the environment of the real instructional setting (which has no direct instructor involvement). Learners were instructed how to access the instructional materials, were provided with the context behind Module 1 Getting Started and were observed as they worked through the content independently with guidance from the instructor. Procedure: o Learners 1 and 2 had existing Google+ accounts prior to starting the instruction and were able to successfully log into their personal profiles before beginning instruction. o Both Learners were surprised to find out their profiles did not contain current or accurate information. o Time was spent updating current profiles. o Instructor provided overview and context of Module 3 prior to beginning of the module by using discussion and observation techniques. o Instructor demonstrated how to access the Entry Skills Quiz, Worksheet, Quick Reference Guide and Peer Review Checklist. o Instructor observed and took notes on Learner actions. o Instructor guided discussions and answered questions throughout the module. o A Final Test was taken at the conclusion of the module. o Learners were thanked and encouraged to use their new skills in their personal lives.
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16.2.d Module 4 Collaborating in Google+ Context for learner 1: instruction was delivered in a home setting with the learner utilizing a laptop computer. Facilitator served as a group member during collaborative session. For learner 2: instruction was delivered in a classroom setting utilizing laptop computers. Learner completed collaborative session with facilitator serving as a group member during collaboration, and instructor during the beginning of instruction. In both situations, collaboration was limited by group size. Procedure: o Instruction for both learners began with an overview of the module. Facilitator allowed learners to review all materials and ask questions related to the content. o Learners viewed the screencast video with the facilitator. o For the collaborative portion of instruction, learners went to remote locations (learner 1: another location within the home; learner 2: another room within the building). Facilitator acted as group member. Both learners completed the task serving multiple roles (limited participants required learners to be recorders as well as evaluators). o At the conclusion of the collaborative session, learners rejoined facilitator for debriefing session. o Facilitator responded to questions regarding instruction. o Facilitator administered post-module evaluation and team evaluation. o Learners were dismissed and thanked for their willingness to provide feedback and insight on module 4.
16.3 Data and Findings

16.3.a Module 1 Getting Started with Google+ Learner 1: o Completed instruction successfully setting up account in less than 5 minutes o Did not take any notes during instruction o Did not use job aid at all o Feedback: I relied heavily on prior social media experience. Google+ was pretty easy to figure out. The demonstration helped as far as having a reference. Learner 2: o Completed instruction successfully setting up account in 17 minutes o Took notes during instruction o Used job aid
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o Feedback: I needed every bit of the instruction. I would say walking through the steps helped me the most. I liked being able to see what I needed to do. The job aid document helped a lot when I was actually setting up the account. I wish you would have told me about the job aid so I wouldnt have taken notes. I could have paid more attention to the demonstration. Neither learner felt the interruption had an impact on the instruction. Neither learner needed the individual objective assessments because they were able to successfully complete the goal.
16.3.b Module 2 Sharing in Google+ Learner 1: o Was provided guided help through initial setup of Google+ profile. There were no challenges during this step and successfully completed profile in less than 5 minutes. o Opted to review the social media reference guide prior to taking the entry skills quiz. Scored 100% on the social media etiquette entry quiz on first try. Mentioned that the quiz was very easy and would be hard to imagine getting these questions wrong, most were common sense. o Took approximately 25 minutes to complete the Sharing workshop module including each of the recommended learning activities. Systematically proceeded through each slide reading the steps, watching the video and completing the hands-on activity in recommended order. Did not have any difficulty with the instruction but mentioned it would be easier to have a side by side screen setup so that she didnt have to keep jumping back and forth between browser tabs to see the videos/screenshots next to her own profile. o Provided feedback that the instruction was helpful and appropriate for her level of skill. Learner 2: o Was logged into Google+ profile before evaluation began, started clicking around the screen and selection menu options prior to instruction. o Opted to take the entry quiz without reviewing the social media etiquette reference guide. Scored 100% on first try. Quickly skimmed the reference guide slides after completing the quiz but did not make any comments. o Took less than 15 minutes to complete the Sharing workshop module including each of the recommended learning activities. Navigated through each of the slides and videos before applying what he learned to his own profile. Flipped through the slides very quickly and was
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able to successful complete each of the learning activities at the end of the instruction. o Provided feedback that he usually learns new applications by trial and error and prefers to learn with a reference guide available that he can search through keywords and reference when needed (instead of watching videos that he could have figured out himself). 16.3.c Module 3 Creating a Hangout event in Google + Learner 1: o Took the Technology Readiness Survey and proved to be technically prepared for instruction. o Was happy to have a personal copy of the Quick Reference Guide for use later on. It reduced the responsibility and potential of cognitive overload of having to remember steps along the way. o Caught on very quickly and was very inquisitive about the process. Also shared his excitement with Learner 2. o Expected to be using Google+ frequently for personal use in the future. o Gave feedback willingly without prompting and was very excited about the process. o Thought the Final Test was not relevant for his purposes of learning. Learner 2: o Took the Technology Readiness Survey and proved to be technically prepared for instruction. o Was happy to collaborate with Learner 1 by helping him through some difficulties. o Thought the Final Test was too long for such a simple lesson. o Gave feedback willingly. o An interesting discussion arose between Learner 2 and the instructor comparing and contrasting Skype with Google+. o Does not expect to be using Google+ hangouts in the future, as Skype is a more familiar practice for her and works perfectly well. o She acknowledged that she will use this instruction to share with others in her job and use it as an option for her customers that do now want to use Skype or who already have a Google+ profile. Both learners were frustrated at first because the Internet connection was too slow for instruction. Collection Worksheet handout was not used, as there were only two learners. They were both shown the form and thought it might be handy for use in a classroom with many participants.
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While waiting for his computer to catch up, the instructor had a discussion about how Google+ hangouts work. The motivational video was not shown, as it would interfere with the Internet bandwidth at that time. Discussion provided the necessary motivation instead. Both Learners commented that the instruction was informative and useful. Total time for instruction was less than 30 minutes. Both learners had fun hanging out with each other following the lesson. They tried some of the fun effects and options available in Google+.
16.3.d Module 4 Collaborating in Google+ Learner 1: o Skimmed activity sheet at beginning of activity. Instruction was interrupted once for a business call that learner had to take during the introductory description of the module. o Collaboration during Google+ hangout was hindered by learners unfamiliarity with the context of the lab activity and related lab data. o Seemed frequently frustrated by unfamiliarity with contextual materials used to complete the collaborative session. o With only one fellow collaborator, filling out the team evaluation was, Not very useful with a group size less than three. Learner 2: o Reviewed activity sheet and related lab handout and data via paper copies provided by facilitator. Prior to beginning the collaborative session, learner asked questions related to prior lab activity for clarification. Facilitator described prior context of lab and the student experience with the material. o Collaboration during Google+ hangout involved several instances where facilitator directed learner. Examples included: sharing a document using Google Docs, using the screenshare option, and accessing the hangout notes during the session. o Completed the post and team evaluations, noting that he would have students complete the post-module evaluation before leaving class, but would have the team evaluation completed at night prior to the next days instruction. Both learners suggested the creation of screencasts related to the specific features of a Google+ Hangout that they used most frequently (screenshare, document sharing and hangout notes)
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16.4 Revisions to Instruction and Assessment

16.4.a Module 1 Getting Started with Google+ Instruction: Before giving the demonstration, make sure to share with students that they will receive an instructional job aid. Assessment: no changes to assessments 16.4.b Module 2 Sharing in Google+ Consider creating a series of revised instructional materials designed for multiple technical levels (Beginner, Intermediate, Advanced). Concerned that the advanced students will lose interest if instructional materials are too easy or not relevant to how they are using Google+. No changes to assessment. Main assessment will be peer review assignment and instructor observation checklist to monitor student engagement throughout the semester and ensure that students are actively choosing to post appropriate messages that adhere to the social media etiquette guidelines. 16.4.c Module 3 Creating a Hangout event in Google + Prior to instruction the Internet connection must be tested for speed. This checklist item will be part of the Facilitators Guide/Train-the-Trainer instruction. If the speed of the Internet connection is not adequate for the number of learners in the lesson, then this module needs to be delayed until a time when the connection is optimal. Final test will be revised to be shorter and more concise. 16.4.d Module 4 Collaborating in Google+ Prior to formal instructional implementation, create series of screencasts that can be used during collaborative sessions. Learners will watch the initial screencast, but have access to short supporting screencasts, which can be viewed on-demand by learners. These short screencasts should focus on the following hangout features: screen sharing, document sharing, and collaborative note taking. Activity handout needs to be updated to reflect screencast changes. Course page on Schoology needs revision to include posted screencasts. No changes to assessments were deemed necessary.
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Appendix
Figure 1.2: Workshop Workflow
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Figure 2: Goal Analysis

Create a customized profile (using their school administered email address) with appropriate settings and controls, join Use appropriate social media sharing etiquette by posting messages to Google+ that are
Module 1: Getting Started

Generate an event in Google+ inviting fellow classmates to discuss their study topics,
Module 2: Sharing Module 3: Events
Collaborate effectively on group assignments by providing peer feedback and discussing

Module 4: Collaboration
September 17, 2012
Page 46
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Figure 3.1 - Module 1: Subordinate Skills Analysis

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Figure 4.1.a Technology Readiness Survey Questions

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Figure 4.1.b Technology Readiness Survey Results

*Please note, there are thirty 11th graders who participated in the survey. Questions Learner Totals 1. Grade Level 11th grade 2. Computer access at home 30 3. Comfort using computer 30 4. Social Network(s) currently used Facebook 29 Twitter 17 Instagram 22 Pintrest 9 5. Weekly social networking likelihood Extremely likely 1. Social network preference Facebook 14 Twitter 9 Instagram 3 Pintrest 4 7. Time allotted to social networking <2hrs 2 >2hrs 11 3+hrs 17 8. Will social media improve school experience? Yes 27 No 3 9. Classmate communication outside of class Yes 29 No 1 10. Outside of school, how do you address a question? Email Instructor 13 Ask Parent 8 Guess 27 Call Friend - 11 Wait until Class - 7
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Figure 9.1a Getting Started with Google+ Instructional Job Aid
Getting Started with Google+

STEP 1 Update/ Upgrade Profile STEP 2 Add People to Page STEP 3 Follow Interesting People and Places (Instructors and classrooms) STEP 4 Put a Face to Your Name Page STEP 5 Finish Profile STEP 6 Privacy Settings Instructional Job Aid Enter your first and last name Enter your gender Enter your birthday (month and day) Double click familiar faces listed to add as a friend Please Note: All friends may not be listed on this page. You will have an opportunity to add more friends at a later time. Double click to follow instructors and associated classes
Upload a picture that is Honor Code appropriate Enter personal information in accordance with school code Check school administered email for profile confirmation Watch tutorials Set specific privacy settings o Click the About Profile pushbutton under the About Section. o Enter data by typing school-required information. Set contact settings o Click the Edit Profile pushbutton then click the Change Contact Settings pushbutton on the About Profile page. o Set contact settings based on how they wish to be contacted by other Google+ members.
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Figure 9.1b Objective Assessments

Objective Assessments Objectives 4 and 6 - Students will take a written multiple choice test on what is appropriate information to list on their profile. Due to the importance of safety, students must get an 100% on the assessment. 1. (T/F) My profile should not be updated with my location at all times. 2. (T/F) My cell phone number should visible to all members just in case a class mate or instructor wants to call me. 3. (T/F) I should accept all friend request even of people I dont know. 4. (T/F) My account should have no privacy settings because I like people looking at my profile. 5. (T/F) My profile should not have any information about my parents job. Objective 5 - In a written assessment, students will list additional updates they will make to their profile based on the information given in
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Figure 10.1 Getting Started with Google+ Overview Quiz

Google+ Video Overview Quiz 1 Which of the following can a user accomplish on the Google+ platform? A) Sharing profile updates B) Grouping friends C) Sharing pictures D) All the above 2 Google+ sharing is most like what? A) Sharing with your family B) Sharing on Facebook C) Sharing in real life D) Not sharing at all 3 Friends are grouped into what? A) Groups B) Circles C) Hangouts D) Families 4 What is the purpose of sharing? A) The user can choose what is shared and whom it is shared with B) Sharing everything at all times without filters C) Sharing nothing D) None of the above
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Figure 10.2a Entry Skills Quiz & Social Media Etiquette Reference Guide
(view interactive web version)

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Table 11a Peer Review Checklist

Learning Activity: Getting Started Logged in to personal Google+ profile Is profile content personalized with name, gender and date of birth? Is personal photo displayed on profile? Are there a minimum of 5 classmates listed as Friends? Does student display one or more Circles? Is student following one or more pages? Sharing: Posting Messages Is post visible? Is post free from spelling / grammatical errors? Is post relevant to course activities? Is post content positive/friendly in nature? Does post follow schools code of conduct policies? Sharing: Posting Photos Is the uploaded photo visible? Does the photo include a caption? Is caption free from spelling / grammatical errors? Is photo relevant to course activities? Does photo follow schools code of conduct policies? Sharing: Posting Videos Is the uploaded video visible? Does the video play within Google+ website? Is the video under 15 minutes long? Does the video include a caption?
Completed Successfully Yes Yes Yes No No No
Notes / Comments
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Is caption free from spelling / grammatical errors? Is video relevant to course activities? Does video follow schools code of conduct policies? Sharing: Posting URLs Does the link work? Does the link include a caption? Is caption free from spelling / grammatical errors? Is it a unique resource that has not already been posted? Is the website relevant to course activities? Does the website follow schools code of conduct policies? Sharing: Setting Post Permissions Does a minimum of one post have sharing disabled? Does a minimum of one post have comments locked? Is there at least one post that is visible to a select circle? Events: Creating a Hangout Event Has student correctly identified the date for a hangout that is 3-7 days prior to test date? Has student correctly created an online event? Was a hangout event initiated for 3 or more people? Was an invitation sent to 3 or more classmates? Collaboration: Creating a Hangout Event Was at a minimum of 1 collaboration session held? Were goals of the collaborative session clearly defined? Were the results/outcome of the collaboration session written and distributed to classmates?
Yes Yes Yes Yes
No No No No

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Was adequate feedback provided with recommendations for future collaboration sessions?
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Table 13.3.a - Module 3: Collection Worksheet

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Table 13.3.b - Module 3: Quick Reference Guide
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Table 14a Pretest Observation Checklist

Learning Activity Login to personal Google+ profile Show customized profile Navigate to privacy settings area Show pages that are followed Post message to Google+ Post a photo with a personal message Post a video with a personal message Post a URL with a personal message Post a message visible to only one circle Post a message that disables comments Post a message that cannot be reshared Create a Hangout event Send invitation to 2 classmates Schedule a collaborative session

Completed Successfully Yes No
Notes / Comments
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Figure 15.2 Module 2 Instructional Materials

(view interactive web version)

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Figure 15.4 Module 4 Instructional Materials

Figure 15.4.1 Group Activity Sheet Module 4: Collaboration Group Activity Sheet Given Information Four students collect mass and volume data related to a provided unknown sample of broken glass. Each student measured samples from the same unknown. The students had the freedom to present their data how they chose. The resulting information below was collected from the four students upon their completion of the lab. Group Objective Based upon the students data, determine the identity of the unknown glass sample. Requirements The following rules apply to this activity: All collaboration must occur via a Google+ Hangout with only your group members. The objective must be supported with corroborating data. Your group must be able to justify and explain the data Your group will present and defend your identification at the conclusion of the activity.
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Figure 15.4.2 Group Roles Module 4: Collaboration Group Roles Before you begin a Module 4 activity, assign one of the following roles to each person in your group. While everyone should contribute to answering questions, each person also has a specialized role. Do your best to fulfill the role assigned to you; your group members are depending on you! Group Leader Actively participates in the activity Keeps the group on task Distributes work and assigns responsibilities to group members Resolves disputes between group members Assures all members participate and understand the activity Group Recorder Actively participates in the activity Keeps an accurate record of all answers, especially during discussions with the entire class Presenter Actively participates in the activity Represents views and conclusions held by the majority of the group and presents them to the class Evaluator Actively participates in the activity Evaluates group dynamics and evaluates the activity itself Prepares the final written evaluation of the group and activity Represents views and conclusions held by the majority of the group and presents them to the class
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Figure 15.4.3 Group Lab Handout
Based on Active Chemistry: Forensics
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Figure 15.4.4 Group Data

Module 4: Collaboration Glass Fragments Student Data A group comprised of four students (Jill, Peter, Paul and Mary) submitted the data below. For clarity, the data has been broken down by student. Jills Data Notes: Three samples of the unknown were measured. Sample Mass (g) Volume (mL) 1 5.78 2.6 2 98.40 43.2 3 22.18 9.9 Peters Data Notes: I accidentally lost my original data, but I have this plot that I made using the four samples that I measured.

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Marys Data Notes: Ive included data from my three samples as well as a graph that I made using the data.
Pauls Data Notes: Five samples of the unknown were measured. Volume was measured using the displacement method. Sample Mass (g) Initial Vol (mL) Final Vol (mL) Volume (mL) 1 40.10 20.5 38.7 18.2 2 66.42 20.0 48.9 28.9 3 55.03 20.5 45.5 25.0 4 48.90 20.0 40.4 20.4 5 50.25 20.0 41.8 21.8
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Figure 16.3.1 Module 3: Final Test
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References
Dick, W., Carey, L., & & Carey, J. O. (2009). The systematic design of instruction (7th ed.). Upper Saddle River, NJ: Pearson. Google Plus Introduction Video - What is Google Plus? . (2011, July 9). Retrieved July 28, 2012, from You Tube: http://www.youtube.com/watch?v=3T7N2_0WrPM Google+. (n.d.). Retrieved July 20, 2012, from Google+: https://plus.google.com/ Rokaw, F. (2012). Initial Analysis Report. Purdue University. Burbank: None. Rokaw, F. (2012). Objectives and Assessment Report. Purdue University. Burbank: None. The White House. (n.d.). Retrieved July 20, 2012, from The White House President Barak Obama: http://www.whitehouse.gov/photos-and- video/video/2012/01/30/president-obama-s-google-hangout The White House. (2012, January 30). Retrieved August 15, 2012, from President Obama's Google Hangout: http://www.whitehouse.gov/photos-and- video/video/2012/01/30/president-obama-s-google-hangout
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