CEP 800 Lesson Plan Reflection

Description

Students in my class created their own template-based websites with Weebly.  They had been using my website for the entire trimester, but also looked at a few other exemplars.  We discussed usability concerns, design features, and a few bells and whistles like embedding movies and documents before they started (rather than simply giving a link to watch movies or to download documents).

Before they were allowed to complete their final website, they created a practice one where they had specific tasks to complete each day.

Narrative
I taught this lesson to my Information Science Technology students.  My students have varying technology backgrounds.  Some work as technicians at a local private school, some do not have a computer or cell phone.  I have an even mix of students from 9th, 10th, 11th, and 12th grade.  55% of my students are female, 45% are male.

As noted in my lesson plan last week, this was a multi-day lesson.  From start to finish the practice website took 2.5 - 3 days.  The final website took 2+ days.

The lesson went really well!  It was my first time teaching it, and plan to do it again next trimester with a few modifications.  After I teach them how to embed YouTube and Animoto movies, I should ask them to embed more objects.  The practice site is really just for practice.  More is better on this site.  I was so careful to make sure students were proficient in the basics, that I almost felt like a stifled a little bit of creativity.

Reflection
I set out to teach my students how to build a (template-based) website.  The Michigan Educational Technology Standards and I wanted them to demonstrate proper netiquette, as well as embed videos and images.  Based on those standards, this lesson was successful.  Every student did those things.

Every student was provided with a 4 year old computer running Windows XP, and had the option of using Google Chrome, Internet Explorer 7, or Firefox 3.  A constraint is that our Technology Department has not come to update Internet Explorer or Firefox in awhile.  Students that went against my recommendation and used one of those two browsers had trouble getting the most current flash players to download, since they do not have administrator rights (of course, Google Chrome automatically uses the most up to date Flash player).

Another constraint is that each student had to remember their own user name and password.  While this was not a problem for the vast majority of my students, 2 students could not remember theirs, and had to start over multiple times.  This is fairly typical of those 2 students though, and is not unique to Weebly.

This lesson was inherently constructivist.  There were really no elements of behaviorism present.  Students were asked to create a website.  The state standards were provided by the Michigan Educational Technology Standards (developed by the Michigan Department of Education).  The curriculum itself was left wide open.  Prior to my being hired, Information Science Technology was basically the “Library Aid” class.  My principal has given me permission to make it more of a hybrid technology and library class.

Some learners wanted minimal instruction.  They wanted to hear the requirements, then do their work alone.  Others were intimidated, and wanted more 1 on 1 and small group instruction.  For them, I logged into my account, and showed them how to do things.

Another teacher should be able to replicate this lesson.  A lot of it was done asynchronously.  Teachers should just be very familiar with how to use Weebly, and also be ready for the students that are scared to create their first (template-based) website.  Students should just show up with an open mind, and trust their teacher when s/he says it’s not that hard, have fun, and follow the few directions that are provided.

The best way to grade an assignment like this is to use a rubric.  Each website is going to look so different, so I cannot imagine doing it any other way.  The teacher should have the rubric created beforehand, and distribute it their students.  I would wait until after the practice sites have been completed.

Technology is the content and the vehicle for this lesson.  Creating a (template-based) website is a technology skill.  Using a computer to do it is the means, or the way the website gets completed.

For the most part, students were pretty comfortable using Weebly.  It was the firs time most of them had ever published anything on the Internet.  Most of the questions I received started out as “On your website, you have....how do I...?” or “Mrs. Light has...on her website.  Is it possible to....?”  Sometimes I knew the answers, and sometimes I did not.  Either way, when possible, I showed students how to find the answers, rather than just giving them the answers.

My students are used to “doing things.”  I do a lot of short constructivist assignments with them.  This is probably the longest one they did.  They did a good job of making sense of the technology in their own way.

Digital Storytelling

This digital storytelling movie shows both behaviorism and social constructivism.  There was a movie of the subject running on a treadmill at the end.  Please disregard :)

Working Out At Home.mov from Jimmy Dunn on Vimeo.

Audio Podcast

Here is my audio podcast!

http://dl.dropbox.com/u/24611845/CEP%20800%20Interview.m4a

Wicked Project

For the full-screen movie, click here, then choose the view full screen icon in the bottom right corner of the screen.

Problem
The current computer lab reservation system at Clio High School is outdated, and leads to double-booking.  Teachers can only reserve lab time from one of two locations while they are at school.

Solution
Google Calendar, with the new "Appointment Slots" feature.

TP
Google Calendar is a natural fit for reserving computer labs in a high school setting.  On my end, I will create three different calendars (one for each computer lab) utilizing the new Appointment Slots feature.  Teachers will be able to view the calendars from anywhere with an Internet connection, and reserve whichever labs whenever they want.

TC

Google Calendar is inherently more accessible to every teacher because it would not be feasible for them to take the current reservation binders home with them.  There are approximately 50 teachers and only 1 copy of each binder.

An advantage of going to an online reservation system is that teachers can plan great lessons at home that utilize technology.  Rather than create a great webquest over the weekend, then wait until Monday to figure out when the computer labs are open, they can plan to use technology and reserve the lab all from the convenience of home outside of normal school hours.  Google Calendar automatically blocks a lab from ever being double-booked.


PC
Students will be able to interact with their content at a time that actually fits what they are learning, not the time slot their teacher was able to reserve because they didn't get to school early enough on Monday morning.  Let's say that a teacher wants to do four days of instruction, and a quiz on Friday.  Rather than writing three different technology-based assignments that could fit for Tuesday, Wednesday, or Thursday, teachers will be able to look at the Calendar when they sit down to plan for the week (for example, on Saturday morning).  Teachers will be able to plan more efficiently, and students will benefit by having better, more thoughtful assignments.

Here is my Wicked Project:

Group Leadership Project

We did our Group Leadership Project on Google Apps for Education.  The four of us created separate PowerPoints explaining different apps in the Google Apps for Education suite.  I did the piece about Google Forms.  Dave recorded his voice over the PowerPoint using Windows Movie Maker.  We chose Movie Maker because it is so easy to record a voice over and edit the audio.

After watching our movie, I found that most apps let you embed your content into a blog or website very easily.  Google provides embed code that can be copied and pasted.  I had always known that some of Google's apps had this feature, but did not realize how prevalent it was.

If I had to do a project similar to this in the future, I would make sure that we laid out our plan from the beginning and followed through with it.  We set a soft deadline for everyone to be done with their piece of the project.  Some group members met the deadline, while others did not.  In the end, I think our project turned out very well.  Thanks Dave, for recording your voice!

Personal Learning Plan

CEP 810 Goals
In CEP 810, I set a couple long term goals for myself.  I wanted to either become a professor of education or the technology director of a k-12 school district.  I was not sure which I preferred, but knew that I wanted to make informed decisions that would improve education for a lot of students.  My short term goal was to get accepted into the MAET program beginning in Fall 2011.  I just heard last week that I was accepted!  A medium term goal that I set for myself was to graduate from the MAET program in August 2012.  So far I am on track to accomplish this goal.  My advisor said that it should not be a problem.

Skills I Still Need (Want)
My greatest strengths regarding technology involve pedagogy.  I enjoy finding cool new tools and bringing them into the classroom.  To be a k-12 technology director, I will need to learn about networking.  I only know a little more than the average teacher when it comes to school networks.  I am not sure if the MAET program can help me get the network certifications that I may need (or just want).  I may actually have to go through a community college for some of this rudimentary (but important) knowledge.

If I choose to pursue a PhD I will need to learn how to conduct qualitative and quantitative research.  While the MAET program does not offer a thesis option, there may be some opportunities to conduct research (I am thinking that CEO 822: Approaches to Educational Research will help).  If not, that is something I would need to do either prior to a PhD program, or at the very beginning.

My Goals 2.0
Right now my goals are to graduate from the MAET program in August 2012, and become a technology director by 2014.  I really want to graduate by next August because I am the newest member of the Clio Educator's Association, and would therefore be the first to go if there were any layoffs.  My job is safe through the 2011-2012 school year, but anything beyond that will be determined by the state per pupil expenditures.

I would obviously like to get a technology director job as soon as possible upon graduation, but for the first time in my life, I would prefer to not move.  My wife and I just bought a house that we really like, and both enjoy our jobs.  I have taught in three states in four years of teaching.  Because of this, I will probably be willing to wait a few years before accepting a job as a technology director.

If, at some point during this school year, it becomes apparent that I may get laid off, I will apply to a few full-time PhD programs that offer free tuition for PhD students plus assistantships (e.g. MSU, U of M, Northwestern, Cornell, or Harvard).  I would also apply to jobs in my immediate area.  I would consider 1-year grant-funded positions, as well as jobs outside of education.

PART D - Findings and Implications

There are a few ways that I will be able to tell if Google Calendar is working as my school's new computer lab reservation system.  First, I will look at October 2010 and October 2011 in both reservation systems.  I will check to see what the utilization was for both months.  If October 2011 is the same or better than October 2010, this is a positive sign.  This cannot be the only way to evaluate the effectiveness of my project because there are other factors that could impact utilization (eg technology skill set of teachers, perceived quality of computers in computer labs, # of working computer vs. computers that are out for repair).

I will also compare the # of teachers that reserved computers in October 2010 compared to October 2011.  If October 2011 has more teachers that reserved a computer lab at least once, that will be a positive sign.

Lastly, I will send out a survey asking teachers if they feel it is better, the same, or worse than the old system.  These three ways of evaluating my project should give me a well-rounded picture of the success or failure of my implementation of Google Calendar as a computer lab reservation system.

Mobile Learning Lab

My favorite use of mobile learning so far is Poll Everywhere.  Poll Everywhere (http://www.polleverywhere.com/) is a simple place for teachers to create polls.  Students can then respond using their cell phones or computers.  The teacher simply has to show students how to do it.  Some students may have voted similarly for American Idol or other voting shows.

Some of my favorite polls that I have created include a poll about the ease of a quiz my students had just taken, whether or not Pluto should be considered a planet, and when I asked teachers their preferred time of day for technology training.

Replace audience response hardware with Poll Everywhere

Replace audience response hardware with Poll Everywhere

PART B - Storyboard and Script

My part of the Group Leadership Project focuses on Google Forms.  I have finished my 6 slides (and written a script), but may feel like revisions may need to be made sometime next week.  Once everyone has finished their parts, we will put them in one presentation, and have someone do the voice recording.

Google forms

View more presentations from jdunn84

I pasted my script (which is meant to accompany the slides I created) in our group's Google Document (https://docs.google.com/document/d/1YwLpYaBKIUFEbWu7vrQ1bS7Wmv5yz8q322vveQafJhk/edit?hl=en_US).  Christine had created a separate Google Doc for her storyboard, so I pasted hers in our group one as well.  Jeff said that he will post his later today.  David wasn't at the meeting, but did email the group saying that he is back in town.

PART C - Implementation

If you cannot hear my podcast in your RSS Reader or podcatcher, or just prefer to view my blog from the regular URL, here's the link: http://db.tt/wgDHa0n

Here's a screenshot of my Google Calendar trial:

Google Calendar from the creator's view

PART A - Brainstorm Session

Web Conferencing Tools

Team 1 Web Huddle

We tried a number of web conferencing tools for this assignment.  One of our group members had a hard time with three of the services, while another had a hard time with one of the services (the one that the other group member could get to work).  I've included some screen shots of our attempts in this blog post.  As a last resort, we Skyped for voice chatting, and kept a written record in a Google Doc.

Skype had crystal clear call quality.  However, since we had four people in our conference call, we were not able to share screens or video streams.  Web Huddle did let one person share their screen.  Since she was the one that started the web conference, it did not allow anyone else to act as a presenter.

Angel Live Chat Room

We used Angel's Email and Live Chat Room services to setup our initial meeting.

Due to our group's technical difficulties, and the fact that Jing only records the screen for 5 minutes, we could not record our group meeting.  It lasted for a little over an hour in total.

Group Leadership Project
Our group has decided to create a tutorial for teachers that will use Google Docs.  Our ~10 minute presentation will be shared via Slideshare.  We will divide the work four ways: Documents (Christine), Spreadsheets or Drawings (David...he had to leave the meeting early, but will get to pick between Spreadsheets and Drawings), Presentations (Jeff), and Forms (me).

Part A needs to get done today.  Part B needs to be done by July 31st.  We would like to have the entire presentation done and uploaded by August 6th--a week ahead of schedule.  This is still just a rough outline, but I feel it is adequate, since we have yet to begin.

Web Conferencing

Free Video Chatting Services
In preparation for this assignment, I had a few friends volunteer to try out various video chatting services with me.  We tried Vyew, Web Huddle, Google+ Hangouts, iChat, and Skype.  While each services had its pros and cons, here are the highlights:

Web Huddle offered the best quality screen share.  It was almost as clear as on the original screen.  It offered very limited controls to everyone other than the person who started the meeting.  Vyew had the best tutorial.  It was also the best at uploading and sharing files.  Its downfall was the complexity.  The controls were not intuitive, and featured a cluttered display.  Google+ let all of us talk to, see, and type to each other.  However, the features are limited.  There is no option to share screens or files (although Google Docs could be used, since this is a Google product).  iChat had by far the clearest video stream.  It also came with options such as backgrounds and face distortions (amusing, but not particularly useful).  There was also no way to share files.  While on iChat, I can chat with users on other servies (eg Yahoo Instant Messenger and AOL Instant Messenger), but one can only actually use iChat itself from a Mac.  Skype allows users to share screens, video, and text chat when there are only a couple of users.  When we tested it with four of us, only voice and text chatting were enabled.

Paid Video Chatting Services
Having said all of that, I have used three pay sites in classes at MSU and UNC-Wilmington.  Adobe Connect is nice because users do not need to create accounts or download anything.  They can simply login with any alias--no password required! (this could also be a bad thing by users creating fake names or impersonating others)  The administrator can share their screen, or give that right to other users by promoting them to "presenter."  Wimba is similar, but users are automatically signed in with their Blackboard accounts (if the university pays for both Blackboard and Wimba).  MediaSite is different from both of these because it is best for recording with a video camera, rather than screen sharing.

All three of these services allows for recordings to be viewed later, offer chat windows, and audio.  All in all, Wimba probably has the most features, but they are all niche products.

Reflections
My office is in the school's library, which I help run.  The potential for video chatting in my "classroom" is video chatting with an author or another classroom (think foreign language--maybe a class in Spain learning to speak English?).  Depending on how many users were logged in, I would suggest that we use either Skype or Google+ Hangouts.

PART B - Application of TPACK

1. What is the TP knowledge for the solution?
Google Calendar is a natural fit for reserving computer labs in a high school setting.  On my end, I will create three different calendars (one for each computer lab) utilizing the new Appointment Slots feature.  Teachers will be able to view the calendars from anywhere with an Internet connection, and reserve whichever labs whenever they want.

2. What is the TC knowledge for the solution?
Google Calendar is inherently more accessible to every teacher because it would not be feasible for them to take the current reservation binders home with them.  There are approximately 50 teachers and only 1 copy of each binder.

An advantage of going to an online reservation system is that teachers can plan great lessons at home that utilize technology.  Rather than create a great webquest over the weekend, then wait until Monday to figure out when the computer labs are open, they can plan to use technology and reserve the lab all from the convenience of home outside of normal school hours.  Google Calendar automatically blocks a lab from ever being double-booked.

3. What is the PC knowledge for the solution?
Students will be able to interact with their content at a time that actually fits what they are learning, not the time slot their teacher was able to reserve because they didn't get to school early enough on Monday morning.  Let's say that a teacher wants to do four days of instruction, and a quiz on Friday.  Rather than writing three different technology-based assignments that could fit for Tuesday, Wednesday, or Thursday, teachers will be able to look at the Calendar when they sit down to plan for the week (for example, on Saturday morning).  Teachers will be able to plan more efficiently, and students will benefit by having better, more thoughtful assignments.

**I realize that my responses to the three questions overlap a bit.  From what I have read, that seems to be ok, and is the nature of TPACK.  Am I right?

PART A - Description of Need or Opportunity

I am the Technology Specialist at Clio High School.  One of my responsibilities is to manage the reservation binders for the 3 computer labs.  The three labs are in the Library, D-4 (a classroom), and the Career Resource Center (CRC).  The Library and D-4 reservation binders are in the Library, and the CRC binder is in the CRC.  If teachers want to reserve any of the labs, they have to go to one of these locations, check to see if it is available, then sign up.  If it is not available, they have to go to the other binder (potentially in another location), and try again.

There are a few problems with the status quo.  First of all, three binders are spread across two locations.  Since teachers have limited planning time due to meetings and other obligations, it is inconvenient for them to have to go to two different rooms in the hopes of reserving a computer lab.  If they are at home, planning during the weekend, there is no way for them to check to see if and when a lab is available.  Another concern is that a student or dishonest teacher could erase another teacher's name from the reservation sheet. While most people are mostly good, all it would take is one person to throw the binder in the trash, and the whole rest of the year's reservations would be gone.

The less time that teachers have to spend on reserving computer labs, the more time they can spend planning lessons.  If there was a way for teachers to check whether a lab was open from home, they would be able to plan from home.

Calendar from a Teacher's View

Google has recently released a new feature in Google Calendar called Appointment Slots.  As the Calendar owner, I created Appointment Slots similarly to how I would create Events.  I created two 45-minute Appointment Slots for every class period.  Teachers can reserve any slots they want.  The major advantage with this is that they can do it from home, their phone, their classroom, or anywhere with an Internet connection.

I would like Google Calendar to replace our current system at the beginning of the school year.  All teachers will reserve computer labs using this system.  The binders will be retired.

An important aspect to any change involving technology is professional development.  I will lead a professional development session showing teachers how to reserve computer labs.  It will be important that I justify why we are doing this, how it will simplify their lives, and save paper (teachers have been trying to use less paper at my school).  I also plan to create a short tutorial (or short tutorials) on how to do this.  That way, if a teacher wants to reserve a lab for the first time while they are planning during a weekend in October, they can.

Since this class ends before the school year begins, I will only be able to start the implementation for this project.  I need to plan for the live and online professional development.  I should have my presentation for the live one created and ready to go.  I should have the online tutorial done ready to post online.

Before any technology change is implemented, it is important to put it through some kind of pilot test program.  I will have a few teacher friends try this out with me.  They will have various degrees of technology competency (per the questionnaire they all completed for me last year).  An important early indicator for success will positive feedback on my Post-Pilot Program Questionnaire.  An indicator of success once everything has been implemented will be usage logs.  I will compare this year's usage with last year's.  If the labs are being used at least 95% as often as last year (or potentially more than last year), then the new reservation system is at least as good as last year's or better, while also providing much better security and mitigating the risk for all of the data and future reservations being lost.

CEP 812 Introduction Video

To view the fullscreen video, click here.

Final Reflection

What are some things that you have learned about effective teaching strategies when integrating technology?

Throughout this semester I have learned many effective teaching strategies that integrate technology.  The most significant one was the STAIR.  I like the idea of using some asynchronous instruction in an otherwise synchronous class.  Not only will it introduce high school students to what online learning may be like for them in the future, it has a lot of added benefits.  If UDL principles are followed, students will be able to view a resource (such as a tutorial) more than once with ease.  They should be able to view it in its entirety or just small parts.  Closed captions can also help.

How did integrating web-based technologies help you think about and evaluate uses of technology?

I feel like I can use a (revised) version of my STAIR in my classroom next year.  In doing so, I thought a lot about what 9-12 education should look like.  I have heard a lot about schools doing "e-days" rather than snow days.  Clio Schools (and some others across the state) are offering "global academies" through the WAY program.  I think that implementing learning objects of STAIRs can be very useful in instruction.  I think this will be a trend that we will continue to see more and more in the very near future.

How have you met your own personal goals for learning about technology integration?

Yes, I have further developed my use of Camtasia.  I think that effectively integrating technology is a process.  It doesn't (and shouldn't) happen over night.  As educators and students develop more familiarity with a technology, it should be implemented more.

Do you have any new goals? What are your plans for reaching your new goals and your long-term goals after this course is over?

My goals remain the same.  In 5 years I would like to either be a Technology Director of a k-12 school district or a part-time PhD student.  To do either one of these things, I need to complete my Master's degree in Educational Technology.  I will apply to MSU's program within the next week, with the hopes of getting in by this August.

Michigan Merit Curriculum Online Experience

What content could this help you teach?
There are many online experiences that could be very helpful.  In the past I have had students conduct online research for a debate about whether or not Pluto should be considered a planet.  Following the debate I had them blog about it.

What type of pedagogical strategies might you use with your students?
I have found that students are able to maintain a blog throughout the course of a semester.  LMSs like Blackboard and Moodle are a great place for teachers to host an entire course.  You can post lectures, podcasts, and YouTube movies, hold discussions, and have students submit assignments.

Webquests can be a great learning tool for all middle and high school students.  They allow for structured discovery learning.  This concept was great before computers and it is even better now that teachers can implement better resources.

Online simulations helps many learners (especially those that learn visually) grasp difficult topics more easily.  They are free to try things and see the consequences in a safe way.

What technologies do you think would be harder to use with your students?  Why?
Wikis can be complicated for 9th graders, especially if they have limited technology and/or content knowledge.  I am all about integrating technology, but not when it becomes a roadblock to acquiring content knowledge.

I think using an RSS Reader (e.g. Google Reader) would work really well in a current events class, or class that has a current events component.  Again, this has proved to be too difficult of an interface for many 9th graders in my experiences.  I personally use one though!

Wikis Lab

Wikipedia Entry

Clio High School, where I work, does not currently have a Wikipedia page.  I was going to create one for them, but Wikipedia recommended that I get some experience editing other pages first.  So I went to my alma mater's page, Dakota High School.  They have a unique setup in that the whole district has one Wikipedia page.  Each school is listed under "high schools," "middle schools," and "elementary schools."  When I was reading the "high schools" part, they mentioned Chippewa Valley High School (our rival school) as being one of two high schools in the school district.  This is not true anymore, since Mohegan High School opened up a few years ago.  I edited the Wikipedia page to reflect that change.

Wikispaces

I have some experience using Wikispaces as a class website.  At my old job in North Carolina I used it to conduct my semi-synchronous AVID 3 high school course.  Students were responsible for checking the website for assignments, the calendar, and other announcements.  They also had their own wikis where they hosted their movies (some also posted to YouTube with parent permission), calendars, and other assignments.

Checkout the AVID 3 website!

UDL Educator Checklist

The following is the UDL Educator's Checklist that I completed for my lesson Using Dropbox to Store and Share Files.  

Using Dropbox to Store and Share Files (link to lesson)
James Dunn

UDL Guidelines - Educator Checklist
I. Provide Multiple Means of Representation	Your notes
1. Provide options for perception
1.1 Customize the display of information	Feature: Learners will be able to view the presentation live and afterwards via the recording.
1.2 Provide alternatives for auditory information	Feature: Learners will be able to watch a recorded version of the presentation with captions.
1.3 Provide alternatives for visual information	Feature: Learners will be able to listen to a recorded version of the presentation.
2. Provide options for language and symbols
2.1 Define vocabulary and symbols	Barrier: Learners will not have a list of pre-requisite terms in front of them.  A glossary would be helpful.
2.2 Clarify syntax and structure	Feature: The whole lesson is about how to use Dropbox.  The structure of Dropbox is inherently given throughout the lesson.
2.3 Decode text or mathematical notation	Barrier: There is no way to decode text other than for participants to ask for help.  A glossary of pre-requisite terms would be helpful.
2.4 Promote cross-linguistic understanding	Barrier: The entire presentation is in English.  It would be helpful to translate the lesson into other languages.
2.5 Illustrate key concepts non-linguistically	Feature: Learners will watch me go through the steps on the Promethean Board.
3. Provide options for comprehension
3.1 Provide or activate background knowledge	Feature: The Math Department has already completed a Technology Consultation and Questionnaire.  Every teacher has heard of Dropbox, shares files in one way or another, and rated themselves as “average” or “above average” when asked about technology proficiency.
3.2 Highlight critical features, big ideas, and relationships	Feature: The interactive quiz(zes) will highlight the important information.
3.3 Guide information processing	Barrier: This is a stand-alone lesson.  No formal instruction will have occurred before or will occur after.
3.4 Support memory and transfer	Feature: This lesson will lay the groundwork for the Math Department’s new file sharing system.  They will use Dropbox everyday to save, edit, and retrieve files.

II. Provide Multiple Means of Action and Expression	Your notes
4. Provide options for physical action
4.1 Provide varied ways to respond	Barrier: Learners must complete the online quiz by answering multiple choice and short response questions.  There is currently not a way built in for them to speak their responses.  Something like this may be helpful.
4.2 Provide varied ways to interact with materials	Feature: Learners will be able to watch the presentation live and later via the recording.
4.3 Integrate assistive technologies	Feature: The entire presentation will be closed-captioned.
5. Provide options for expressive skills and fluency
5.1 Allow choices of media for communication	Barrier: All learner responses will be typed.
5.2 Provide appropriate tools for composition and problem solving	Feature: Learners will create their accounts and begin using Dropbox immediately.  They will also answer questions on a quiz.  I see these tools as “appropriate.”
5.3 Provide ways to scaffold practice and performance	Feature: When learners answer questions incorrectly, the quiz will redirect them to the appropriate section to learn the material in another way.
6. Provide options for executive functions
6.1 Guide effective goal setting	Barrier: It may be a good idea to help learners set goals regarding Dropbox usage and adoption.
6.2 Support planning and strategy development	Barrier: It may be a good idea to help the Math Department create a plan to migrate existing files to Dropbox.
6.3 Facilitate managing information and resources	Feature: The whole lesson is about managing (sharing and accessing) resources.
6.4 Enhance capacity for monitoring progress	Barrier: This lesson is a “one and done” shot.  The learners are not students in a class.

III. Provide Multiple Means of Engagement	Your notes
7. Provide options for recruiting interest
7.1 Increase individual choice and autonomy	Barrier: Learners are being told that they are switching to Dropbox.  While some learners were on the committee to find a file sharing system, the decision is being forced on them.
7.2 Enhance relevance, value and authenticity	Feature: In my demonstration, I will show them specific examples of documents that have been shared with me, documents that I have shared, and documents that I have kept private.  This is an authentic, relevant task.
7.3 Reduce threats and distractions	Barrier: No attempt is made to reduce threats or distractions.  Dropbox’s site is, however, ad-free.
8. Provide options for sustaining effort and persistence
8.1 Heighten salience of goals and objectives	Feature: The objectives are given in writing and orally at the beginning of the lesson.
8.2 Vary levels of challenge and support	Barrier: For this lesson, all learners will be asked to complete the same tasks.
8.3 Foster collaboration and communication	Feature: A part of this lesson requires learners to create a document and share it in one of the shared folders.
8.4 Increase mastery-oriented feedback	Feature: All learners are asked to email themselves their username and password.
9. Provide options for self-regulation
9.1 Guide personal goal-setting and expectations	Barrier: It may be helpful to encourage goals regarding Dropbox usage and adoption.
9.2 Scaffold coping skills and strategies	Barrier: No attempt is made to call learners attention to the help section.  Call their attention to the help section!
9.3 Develop self-assessment and reflection	Feature: Learners were already given a self-assessment questionnaire.