Goal-directed Instructional Design Plan

Lesson: Creating E-Portfolios Using Google Sites

1. A problem or a need – there must be a problem of practice or an educational need that should be addressed during the lesson.

An educational need for Lansing Community College is to provide LCC students with a method of showcasing their employment and/or coursework through the use of web-based student portfolios. The goal that will be addressed in this lesson is to provide students with the best practices and benefits of using e-portfolios to showcase work and advance careers.

2. A real-world performance – how the learning objective fit into a real-world activity or need.

The learning objectives of this lesson address the need for students to provide peers, professors, and employers with examples of their best work showcased in an e-portfolio. This can be achieved through Google Sites.

The exploration and customization of a Google site through student LCC email accounts (hosted by Google) will give students a starting point from which to expand and extend their professional portfolios.

3.  An instructional objective – the objectives are based on the final outcome, activity or test. These objectives will each be different for the four types of knowledge; performing skills, recalling facts, identifying examples of concepts, and applying principles.

The objectives for this lesson are based on performing skills and applying principles to e-portfolios that students create

• Create a thoughtfully-designed, multi-page  e-portfolio using Google sites that showcases jobs, skills, and coursework relating to your career path

• Write a two-page reflection on your design decisions as they relate to color choices, layout, font, and use of multimedia, and CRAP design principles; and also explain how you will use this e-portfolio to showcase your work and advance you in your chosen career path

4. A set of essential content – the basic ideas and skills that will allow the learner to complete the task or understand the content.

Basic design principles, navigation and effective use of Google Sites, the preparation of portfolio pieces, and best practices of e-portfolio utilization will be explored. The skill that will be evaluated is the ability to create a multi-page e-portfolio using a customized Google site that is well organized, accessible and unique to their career path.

5. An evaluation consisting of a test or observation – an assessment, observation or product showing that the objectives can be accomplished in the real-world setting.

There are two activities provided in this lesson that are used for evaluation.

• The students will create their own e-portfolio using Google Sites.
• The students will write a reflection of their design strategies and e–portfolio plan and present their reflection and e-portfolio to the class.

6. A method to help participants learn – the method to deliver the content; a lesson.

The lesson is provided in two sequential tutorial videos, and as written instruction as a PDF.

Motivation:

Meaningfullness – content and activities must have meaning for the learner

Google Sites is a technology that provides students with a free, effective, web-based method of showcasing their work. Through learning, reflection, and carefully planning, students will learn how to create their own e-portfolio, how to assess its effectiveness, and develop a plan to best utilize it to advance their career of choice.

Pleasant consequences – the effects that achieving the goal will have on the learner

The student will have an organized, multi-paged e-portfolio to showcase their work during and after their educational career at Lansing Community College.

Novelty – an attention-getting, humorous or curious manner that relates to the useful information in your lesson

The introduction to this lesson includes feedback from employers that stress the importance of the e-portfolio when pursuing a career path. Also, when relaying design principles, instead of using examples of effective design strategies, this lesson takes a humorous, over-the-top approach and shows examples of highly ineffective design strategies.

Socialization – a strong motivator for student learning

Students will have an opportunity to present their e-portfolios to their peers, and there will be an open forum during class for the peer critique and assessment. The lesson also includes an award ceremony for the students who show outstanding achievement in e-portfolio design.

Audience – For what audience are you designing this lesson? Consider the following:

• Age: 18+ or high school graduates
• Skill level (including technology skills): LCC students with varied technology skills, but all having basic internet literacy skills.

Prerequisite knowledge (including technology background): Able to access LCC student email account and navigate Windows or Mac OS.

Technology Needs – the computers, software, programs (such as Angel or other CMS’s) printers, equipment, Internet access, time in the computer lab will be needed to successfully complete your technology-rich lesson.

• Computer with high speed Internet access and sufficient memory and RAM
• Flash drive or external hard drive to backup work
• A basic collection of past coursework or work projects or creative pieces to showcase
• Basic technology skills such as e-mail, MS Office, GoogleApps and the desire to learn