Instructional Design Project


I started this project by analyzing my learners. I sent out a needs survey to see what the ASL teachers of Idaho are most motivated to learn and so I can see where their needs are the greatest.

I then worked with subject matter experts and peers to design, implement, and evaluate a training of the use of Google Drive.


Instructional Design Report  – Word Document


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Instructional Design Project

Navigating Google Drive to collaborate on and manage projects




Sarah Baughman

Boise State University


Spring 2015




Table of Contents

Part 1. Topic

1a. Goal statement ………………………………………………………………………3

1b.  Audience description …………………………………………………………….3


Part 2. Analysis Report

2a. Needs assessment survey ………………………………………………………4

2b. Needs assessment data ………………………………………………………….4

2c. Analysis of the learners ………………………………………………………….6

2d. Analysis of the learning context………………………………………………7

2e. Analysis of the performance context ………………………………………7

2f. Analysis of the content (Flow diagram)            ……………………………………8


Part 3. Planning

3a. Rationale……………………………………………………………………………….9

3b. Learning Objectives………………………………………………………………10

3c. Objectives Matrix Table…………………………………………………………10

3d. ARCS Table……………………………………………………………………………11

3e. Instructor Guide……………………………………………………………………12

3f. Learner Content

3f.1. Learning Materials…………………………………………………………..14

3f.2. Assessment Materials……………………………………………………….15

3g. Technology Tools…………………………………………………………………..16


Part 4. Evaluation

4a. Evaluation Plan………………………………………………………………………17

4b. Expert Review……………………………………………………………………….19

4c. Evaluation Survey…………………………………………………………………..19

4d. Expert Review Results……………………………………………………………20

4e. Comments on Change……………………………………………………………..20

4f. Reflective Synthesis Paper…………………………………………………….…20


Part 1. Topic

1a. Goal Statement

After a three hour seminar, American Sign Language teachers will be able to efficiently organize and navigate shared folders in Google Drive as well as effectively use the collaboration features.



1b. Audience Description

The learners in this project are American Sign Language teachers located in the state of Idaho. They range from Elementary to University level with the majority being located at community colleges and Universities.  They all have knowledge of Google Drive with their experience level ranging from none to basic.  All are open to learning more about Google Drive functions and voted for this to be a presented at our next seminar.



Part 2. Analysis Report

2a. Needs Assessment Survey

This survey was delivered online via a link. This link was emailed to a list of teachers in the Idaho American Sign Language Teachers Association (ASLTA). It contained 20 questions aimed to discover what the teachers already know, what they need to know, and their personal learning characteristics.  All questions were multiple-choice in order to get quick and effective demographics of Idaho ASL teachers. Out of the 52 teachers involved in Idaho ASLTA to receive the survey 13 responded. A link to the survey is found here:


2b. Needs Assessment Data

It was found that 69% of Idaho ASL teachers have a Google Drive but only 31% use it a few times a week or more.

With 77% being familiar with Google Docs, 38% familiar with Google Slides and 8% familiar with Google sheets, the instruction should have a stronger focus on Google Sheets and Slides. Only 62% of the teachers surveyed are comfortable creating and organizing Google Drive folders. This is a valuable skill when collaborating with other ASL teachers from around the state as well as reviewing student work so this should be a main focus of the instruction. When it comes to the specific features of Google Drive, 31% of ASL teachers are not comfortable creating a project, 46% are not comfortable with the share feature, 62% are not comfortable with the publish feature, and 69% do not know how to collaborate through Google Drive. The importance of the publish feature of Google Drive stems from the research showing that students who publicly present their work are more engaged and motivated in the content. Including instruction on the publish feature will increase teacher use and improve ASL student engagement and motivation.

It is also notable that 77% of Idaho ASL teachers do not know how to move a file or folder shared with them into their personal Google Drive folders. This question was a result of recommendation from a teacher who experienced a collaborator deleting all files by accident when trying to move them to their own Google Drive. It is crucial for professionals to be skilled with this feature in order to avoid loosing importance files.

With 77% of Idaho ASL teachers using a Learning Management System with their students but only 15% utilizing the features of Google Drive, it is apparent that there is a need for instruction on this tool. According to the needs assessment survey focus of the instruction should be on use of Google Slides and Sheets, how to collaborate on and publish projects, and how to move shared folders onto personal accounts.




2c. Analysis of the Learners

All learners addressed in this project are fluent in American Sign Language with 51% of them being deaf or heard of hearing. Due to this, the instruction will be delivered in American Sign Language.

All learners are between the ages of 35 and 50 and only half consider themselves to be tech savvy. The majority of teachers surveyed teach beginner ASL at the college level with the majority of their students growing up as technology natives. Due to this it is imperative that teachers are aware of different technology tools and how to use them in their classrooms. With 77% of ASL teachers surveyed preferring group work, it allows the instruction to utilize technology in the format of group work. Learners demonstrate the prior skills of basic technology use including: email, internet, and basic Google Drive knowledge. Half of the teachers surveyed are in their first three years of teaching due to the recent gain in popularity of the language. This is important to note because if new teachers begin using popular technology at the beginning of their career, the chance that they will continue to improve and utilize these tools are higher.




2d. Analysis of the Learning Context

Instruction will take place in the computer lab of a local high school and will last two hours with a short break after one. Throughout the course of the day, learners will be attending multiple seminars and/or talks of their choice offered during the workshop, this seminar being one of their options.  Based on the attendance records of previous Idaho ASLTA Fall Workshops the number of attendees is estimated to be between 10-20 teachers.  The workshops tend to be informal with multiple breaks and refreshments. Attendees are observed as relaxed and enthusiastic about information presented as they get to choose which seminars and/or talks to attend based on their interests.  Instruction during this seminar will be in the form of a synchronous lecture using a projector followed by collaborative practice with asynchronous tools using personal computers. A combination of pedagogical approaches will be used due to the variety of learner skills including individual and group work. Instruction will begin with an Instructivist method of instructor-led practice with Google Drive navigation and folder sharing, followed by a Constructivist method of student-led asynchronous collaboration and creation of projects, and end with a Connectivist method of instructor and student led analysis of how Google Drive can be used with the learner’s students. After the instruction portion of the seminar is completed, there will be time for individual reflection and assessment on the information as well as group feedback.



2e. Analysis of the Performance Context

The performance context will vary from learner to learner. Each of the learners will be returning to their own school, which has its own organizational culture so the information presented in the instruction should be adaptable by each learner.  The knowledge and skills taught in this seminar are incredibly relevant to the performance context as the use of technology and asynchronous forms of collaboration are gaining popularity. These skills can also be used synchronously or asynchronously depending on the equipment available, student skill, and the theoretical and/or organizational context of the classroom. Learners will use this knowledge to organize and navigate Google Drive for their personal and/or class use but will also have access to communities of practice that are available outside of instruction and offer further support.



2f. Analysis of the Content (Flow Diagram)



Part 3. Planning

3a. Rationale

With the growing popularity of American Sign Language classes at the college level it is important that we address the use of technology. Through connectivity on multiple devices, technology and the internet are becoming more available to the average student and should be included in everyday curriculum. The wide spread use of Google as a search engine has developed into a multi faceted technology tool that is incredibly valuable to teachers and students alike. The majority of students in the 21st century, being technology natives, already have a Google Drive account as well as a Google email and profile.  Google provides tools that allow students to create documents, presentations, and spreadsheets, save them online, access them from any device connected to the internet, and collaborate with others from around the world. This tool improves student interaction time with course content but more often then not, students are unable to experience the full benefits of this tool due to instructors’ lack of experience with it.

During a quick vote at the Fall 2015 Idaho ASLTA seminar, Idaho ASL teachers expressed the need to learn more about Google Drive features.  Some expressed angst they have when receiving shared files from their students and not knowing how to access or organize these files while others expressed angst with collaboration via Google Drive including sharing files, moving shared folders, and publishing projects. Due to these issues the topic of Google Drive was chosen for instruction and will aim to meet all identified needs including; organizing a Google Drive, managing shared folders, publishing projects, and collaboration.

The first part of the seminar will use a supplantive scaffolding strategy while the instructor will explicitly state how to structure and retain content. This strategy will be used do to the simple linear nature of the content and novice skill level of the teachers. The instructor will lead the ASL teachers through the process of creating and organizing their Google Drive by first modeling the process then providing supplantive scaffolding where necessary. This process of modeling and scaffolding will continue throughout the majority of the seminar until the last hour remains. During this last hour the instructor will switch to a generative scaffolding strategy, a strategy that allows students to structure their own learning, as ASL teachers use the knowledge they learned earlier in the lesson to create a Google project, share it with another teacher, and collaborate about ideas for their classrooms.

Similar to the use of multiple scaffolding strategies, multiple pedagogies will be used as well. The seminar will begin using an instructivist approach, a more lecture based approach, as the instructor leads the ASL teachers through practice with Google drive and provides scaffolding and feedback where necessary. The instructvist method is chosen to begin the seminar due to the simple linear nature of the content including how to create and organize Google Drive folders as well as publish and share them. During the last hour of the seminar instruction with switch to a constructivist method, a method in which students are constructers of their own knowledge, as the ASL teachers use what they learned earlier to carry out real world activities. These activities will simulate the sharing of projects and collaboration via Google Drive. This method is chosen as it will expose the ASL teachers to real problems that could occur as well as practice with real-world asynchronous communication. The seminar will end with a connectivist approach to instruction, an approach that allows students to build a network of knowledge, when ASL teachers create a document listing resources, ideas, and ASL teacher contact information for future use. ASL teachers will be able to access this document via their shared Google Drive folder. Ending the seminar with a connectivist approach will provide the ASL teachers with a way to manage the abundance of information attained during the seminar as well as allow them to maintain connections to colleagues and resources.


3b. Learning Objectives

  1. During the seminar, students will construct an effective Google Drive that is easy to navigate.
    • Following the instructor example, students will assemble Google Drive folders in an organized fashion that is easy to navigate.
    • Using Google Sheets or Slides students will create a project listing uses for Google Drive in their classroom that is easy to follow and understand.
  2. During the seminar, students will demonstrate knowledge of Google Drive features and demonstrate that knowledge during performance tasks.
    • In Google Drive, students will use the publish feature to embed their project on the seminar website.
    • In Google Drive, students will use the share feature of Google Drive to share a link to their project with another ASL teacher through email.
    • Following the instructor example, students will illustrate knowledge of the share feature by adding a file shared with them to their personal Google Drive.
  3. During the seminar, students will employ the collaboration features of Google Drive in order to create a shared folder of resources.
    • In Google Drive, students will demonstrate knowledge of the share feature and add a shared folder to their personal Google Drive and add their Sheet or Presentation to it.
    • Using the Google Drive collaboration features, students will discuss lesson ideas via Google chat and comments.



3c. Matrix of Objectives, Bloom’s taxonomy, and assessments.


Objective Number Bloom’s Taxonomy Classification Scaffolding Strategy Type of Assessment
1.1 Application Supplantive Self Assessment
1.2 Application Generative Self Assessment
2.1 Application Supplantive Performance Task
2.2 Application Supplantive Performance Task
2.3 Application Supplantive Performance Task
3.1 Application Supplantive Performance Task
3.2 Evaluation Generative Performance Task



3d. ARCS Table




A.1 Perceptual Arousal The instructor will gain student attention by telling a story of a teacher that accidently deleted important files from a shared folder that was being used for collaboration with all ASLTA members in the state.
A2. Inquiry Arousal The instructor will stimulate student interest by providing examples of how Google Drive can be used not only in their professional lives with colleagues and students but also in their personal lives. The instructor will then ask for examples of other ways it can be used.
A3. Variability ­The instruction will vary from lecture to independent work and finish with group work in order to keep the learners motivated.
R1. Goal Orientation Students will be reminded of the vote taken at the previous workshop to learn more about Google Drive features in order to collaborate and encourage students.
R2. Motive Matching Students will collaborate on Google Drive producing a document that contains ideas on how to use Google Drive to encourage students, directly relating to their goals.
R3. Familiarity Student will build on techniques learned during the seminar to create unique lesson plan ideas for their classrooms.
C1. Learning Requirements Students will be explicitly aware of the learning objectives and assessments as well as engage in class discussion and inquiry on learned material.
C2. Success Opportunities Students will work in groups through asynchronous collaboration, confirming their new knowledge of Google Drive features.
C3. Personal Control Student will create their own document of ways to use Google Drive in their classroom that is tailored to their specific teaching style.
S1. Natural Consequences Students will be able to access their work from any device as well as observe real-time student work.
S2. Positive Consequences Students will have more modern classroom work, more motivated students, and an easier time collaborating with colleagues.
S3. Equity Students will all have equal access to the information and well as participate in the same performance tasks in order to demonstrate knowledge.



3e. Instructor Guide

Prior to the start of the seminar the instructor must organize and color code their Google Drive similar to the example found here as well as clear out their “Shared with me” folder. In addition to organizing Google Drive, the instructor must create a Google Site for students of the seminar to embed their projects.



  1. To gain the attention of students the instructor will tell the following story: An American Sign Language teacher was included on the share list of a Google Drive folder containing important documents related to the interpreter certification bill. The folder was shared with all other ASL teachers in the state of Idaho. This particular teacher was inexperienced with Google Drive and ended up removing important files from the folder by accident causing a panic throughout the state.
  2. The instructor will inform the learners of the purpose of the seminar by explicitly stating the learning objectives and explaining how at the end of this seminar an accident like the one in the story will be avoided.
  3. The instructor should stimulate the learners’ motivation by reminding them about the vote taken during the spring workshop that resulted in this seminar. Idaho teachers involved in ASLTA voted to learn more about the features of Google Drive so accidents like the previously mentioned do not happen.
  4. The instructor will preview the learning activity by showing their personal organized Google Drive and outlining the lecture, individual, and group work to be covered during the seminar. The lecture will consist of creating a Google Drive, organizing it, and color-coding it as well as sharing, publishing, and accepting projects shared with me. The individual work will occur when the learners create their own project listing different ways Google Drive can be used in a classroom. And finally, the group work will consist of collaborating in a shared folder of all created projects.



  1. The instructor will activate prior knowledge by asking learners to share their experiences with Google Drive. The instructor should say something like; “According to the survey you all participated in, 60% of you use Google Drive a few times a week. What do you use it for?” and “How many of you have received Google projects from your students?”.
  2. The instructor will proceed to present the information using their personal Google Drive Example.
    1. The instructor should focus learner attention on the following tasks and using an instrucivist approach and supplantive scaffolding guide them through the processes involved in completing the lecture activities:
      1. Create a Google Drive Account
      2. Create folders for each class/event with the following format (Year-Semester-Class-Section) or (Year-Semester-School-Class-Section)
  • Color-code folders for ease of navigation (Learner-choice)
  1. The instructor should now prompt a different learning strategy and employ a generative scaffolding strategy to guide the learners through the next activity:
    1. Create either a Google Presentation or Google Sheet listing different ways Google Drive can be used in the ASL classroom. (learner-choice).
  2. After the learners are finished with their projects, the instructor should guide practice with the share and publish features of Google Drive
    1. The instructor will model how to share a project and send the link to a partner.
      1. The instructor should also model how to move the shared projects into a personal Google Drive.
    2. The instructor will model how to publish the project and embed in on the seminar Google Site.
  3. Implementing a constructivist approach, the instructor will share a folder with all members of the seminar and instruct them to add their project to the shared folder as well as move it into their personal Google Drive.
    1. The instructor should use a generative scaffolding strategy while instructing students to collaborate with three different learners using both Google Chat and Comments.
  4. The instructor will evaluate the feedback of the performance tasks from other learners given through Google Chat and Comments.



  1. At the end of the seminar the instructor will summarize and review everything that was covered during the seminar by returning to the learning objectives.
  2. To enhance the transfer of knowledge the instructor will employ a connectivist approach by reminding learners that they will always have access to the shared folder containing all ASL teachers contact info and lesson plan ideas for how to use Google Drive in the ASL classroom.
  3. The instructor will proceed to re-motivate and close the seminar by asking the learners if they are more confident with Google Drive and if they will use Google Drive in their classrooms.
  4. The instructor will assess learning by reviewing the shared folder and all comments and chats between learners.
  5. The seminar will end by the instructor creating a Google Doc in the shared folder where learners can provide feedback and remediation on the seminar.



3f. Learner Content



3f.1. Learning Materials

Learning Material Purpose Timing
Learning Objectives This document is for students to self-check their progress through the seminar. It should be shared with them via Google Drive and copied to their personal accounts and used throughout the seminar at the learners’ leisure.
Objectives 1.1-1.2 Organization and Navigation This video is for students to follow in order to set up the structure, organization, and navigation of their Google Drive. It should be used during number 2 of the body in the instructor guide.
How to make a Google Presentation in Google Slides (Jonson, 2012) This is a link to a public tutorial on how to make a Google Presentation. It can be used throughout the seminar to assist students when necessary.
How to make a Google Sheet (The Gooru, 2012) This is a link to a public tutorial on how to make a Google Sheet. It can be used throughout the seminar to assist students when necessary.
Objectives 2.1-2.3

Sharing and Embedding projects

This video is to show students how to share a project, embed a project, and move files to their personal GD. It should be used during number 3 of the body in the instructor guide.
Objectives 3.1-3.2


This video shows students how to use the collaboration features of Google Drive. It should be used during number 4 of the body in the instructor guide.



3f.2. Formative and/or Summative Assessment Materials



Objective Category Meets Objective Does Not Meet Objective
Create Google Drive Successfully created a Google Drive Account. Did not create a Google Drive account.
Organize Google Drive Google Drive is organized, color-coded, and easy to navigate. Google Drive is not organized, color-coded, or easy to navigate.
Create a Google Sheet or Presentation Created a clear Google Sheet or Presentation. Did not create a Google Sheet or Presentation.
Publish and Embed Project Successfully embedded project on seminar site. Did not embed project on seminar site.
Share project via a link Shared project with a fellow teacher via the link through email. Did not share the link to project with fellow teacher through email.
Move a shared file to personal Google Drive Successfully moved shared file to personal Google Drive. Did not successfully move shared file to personal Google Drive.
Move a shared folder to personal Google Drive and add a file to it. Successfully moved shared folder to personal Google Drive and added a file to it. Did not successfully move a shared folder to personal Google Drive and did not add a file to it.
Collaborate via Google Chat Successfully collaborated via Google chat. Did not successfully collaborate via Google Chat.
Collaborate via Google Comments Successfully collaborated via Google Comments. Did not successfully collaborate via Google Comments.



3g. Technology Tools

Technology is the main focus of this seminar. This being so, the seminar will be held in a computer lab where each learner will have access to a personal computer. It is also welcomed and encouraged for learners to being their own device be it a tablet or laptop computer. The learners will follow along with the instructor model that will be projected for all learners to see. This will allow for ease of instructor modeling. The seminar will use three different technology tools:

Google – The main focus of this seminar is on Google Drive but in order to have a Google Drive account the learners will have to create a Gmail account if they do not already have one.

Google Sites – The seminar will have its own Google Site where learners will embed the projects they create during the lecture. Google Sites it chosen because of the ease of embedding Google Drive files.

YouTube – The seminar will provide access to two public tutorial videos hosted on YouTube for learners to access if they need extra support when creating their Google Sheet or Presentation. YouTube is chosen because it provides quick visual tutorials that can be paused and re-watched for the varying types of learners.


Part 4. Evaluation

4a. Evaluation Plan

In order for a project to be successful evaluation must be woven throughout. An effective evaluation plan will provide the designers and instructors with the information necessary to adjust and improve the project. The evaluation plan for this project is described here and uses Kirkpatrick’s Four-Level Evaluation Model found in Larson and Lockee (2014).


Level I: Learner Reaction

During the seminar, the instructor will be available to the learners and take note of any questions they ask about the material. The instructor should also take note of how the learners are reacting to the content in order to improve instructional materials for future seminars. After the seminar is completed, a survey will be provided in order to measure their reaction to the material covered in the seminar. Suggested questions include:

  1. Did the instructional materials (videos) help you in learning the content better then if you learned it on your own?
  2. In your opinion was the ASL used in the videos clear and easy to follow?
  3. Did the videos cover the content adequately? If not, what do you feel could use more attention?
  4. Did you use the Learner Objective checklist? Was it helpful to your learning process?
  5. Were you able to get your questions answered by the seminar instructor?
  6. Were you able to use this newly learned content in your classroom with ease? If not, what would assist you in doing this?


Level II: Learning

The learning that takes place in this seminar is best assessed using performance tasks due to it’s pass or fail nature.  And also due to this pass or fail nature, there are no numerical comparisons of pre and post seminar learning. Therefore, the learning that took place during this seminar will be evaluated using a survey method that requires participants to use the skills they learned in the seminar. The survey should be sent via a Google Doc where participants will transfer it to their personal drive and answer the questions using the comment feature.  Suggested questions for this survey include:

  1. Did you successfully transfer this document to your personal Google Drive?
  2. What are the ways you can share this document with others?
  3. Have you used Google Drive in your classroom?
  4. How is your Google Drive organized? How are your folders labeled?
  5. If I receive a link to a Google project from a student, where can I find it in Google Drive?


Level III: Behavior

To evaluate how the skills learned in the seminar are being transferred to the participants day-to-day tasks, a survey will be provided. The suggested questions given here are to be sent to the participants of the seminar, but another idea is to survey the students of the seminar participants and ask about the teacher’s confidence level with Google Drive. Some suggested questions for the survey sent to the participants of the seminar include:

  1. How often do you use Google Drive after the seminar compared to before?
  2. Do you feel confident sending and receiving shared documents?
  3. During your day-to-day tasks, how often do you turn to Google Drive for work with documents, sheets, and presentations?


Level IV: Results

Come time for the next American Sign Language Teacher Association’s Fall seminar, the overall results of the previous seminar can be adequately evaluated. During this seminar tasks involving Google Drive’s share and collaborate features can be utilized. Judging weather or not the seminar was a worthwhile option can be aided by the following questions:

  1. Did the teachers successfully transfer a shared project to their personal Google Drive?
  2. Did the teachers successfully transfer a personal project into a shared folder?
  3. Do the teachers collaborate via comments and chat?
  4. Are the teachers Google Drives organized?
  5. Do the teachers seem confident with Google Drive?
  6. Are the teachers asking a lot of questions related to Google Drive navigation and collaboration?



4b. Expert Review 

There are two Subject Matter Experts working on this project. The first is a Deaf woman by the name of Davina Snow, the head of the American Sign Language department at Boise State University. She was to review the use of American Sign Language in the learning materials and received the project on April 29, 2015 with returned comments on April 30, 2015. The second Subject Matter Expert reviewing the project is Reggie Walters, a PhD candidate in the Geoscience department of Boise State University. He is an avid Google Drive user and recommended throughout the department when it comes to technology tools and questions. Mr. Walters received the project and survey on April 3rd, 2015 and returned comments on April 20, 2015.


4c. Evaluation Survey

The survey found here: includes the following survey questions sent to Mr. Walters to assist in his evaluation of the project:

  1. How can the goal of this project better meet the needs of novice Google Drive users?
  2. Which objectives adequately guide instruction toward the goal and what are some other objectives that could better assist this process?
  3. What steps, if any, are missing in the instructional videos?
  4. What skills, if any, are missing from the learner objective checklist that you feel novice Google Drive learners should know?
  5. What, if anything, is unclear in the instructor written guide and how can it be adjusted to improve the quality of the seminar?
  6. Please describe your overall impression of the project and any changes you feel should be made.


4d. Expert Review Results

The survey results returned by Mr. Walters were mainly positive with a few suggestions related to content. In his opinion, the goal of the project is clear and adequately touches on the needs of novice learners’ as do the objectives. When it came to the instructional videos, both Mr. Walters and Mrs. Snow had the same recommendation: a more professional background and appearance. Mr. Walters proceeded to recommend adding some common mistakes into the videos to show the learners what to avoid doing. Besides the videos, Mr. Walters was overall impressed with the project as the instructor guide, videos, objectives, and overall goal relate nicely and are easy to follow hitting all commonly asked questions related to Google Drive.


4e. Comments on Change

Two major changes were suggested and are in the process of being addressed. The first is the appearance of the videos. The American Sign Language use is clear but the background and appearance will be addressed. The second change that will be added to the project is the inclusion of common mistakes; accidently deleting a shared document, what happens when you move an item out of a shared folder, and how to counteract these mistakes.


4f. Reflective Synthesis Paper

When I signed up for the instructional design class I had the assumption that it would be a class about lesson planning. The definition of instructional design even sounds like lesson planning, “Instructional design is the systematic process by which instructional materials are designed, developed, and delivered” (Instructional Design Central, 2012). But even with all of the similarities, I quickly realized my mistake. Instructional design is not lesson planning but a different process that shares some similar structure. While reflecting on the process I feel the connection between instructional design and lesson planning can be explained through the metaphor of painting. The following reflection will outline this metaphor using a chronological structure.

The first week of the course we were to access a few resources and create an ID job description. Doing this assignment is what opened my eyes to the mistake I had made in so closely comparing instructional design to lesson planning. During the processes involved in Report #1, I was challenged with this idea of instructional design being different then lesson planning as they both begin with an analysis of the learners needs, characteristics, and environment. Although the ID process is more in-depth and structured, teachers employ these processes in the classroom daily.  In my experience with teaching, I tend to analyze my students throughout each day; How are they feeling today? Are they ready for more content?  Do they need more review? What do they know now? How will they use this outside of the classroom?

It was during Report #2 that the metaphor for the connection between instructional design and lesson planning being like painting a picture began to make itself clear. In Report#2 we wrote objectives for our project before creating content or deciding on tools to use. This is similar to my experience as a teacher. I always work backward and write my objectives before I begin deciding how to teach them. In the ID process, after writing our objectives we went further by classifying them in blooms taxonomy levels, explaining which scaffolding strategies to use when addressing them, and which pedagogies will be utilized throughout the project. These steps were things I have never done in lesson planning and it is this that expanded my idea of instructional design to be like a complicated in-depth painting related to lesson planning as the pencil outline.

In planning a lesson the teacher observes the students needs, makes a goal, writes objectives, and plans the evaluation. It is a vague plan for them to follow in order to create the complex lesson they will present to their students. I think of this vague plan as a pencil outline that when they look at it, they see a complex painting. If any other teacher were to look at this outline they may see a different painting emerging. But with instructional design everything is planned out in depth, or relating to my metaphor, the complex painting is completed an all teachers see they same masterpiece.

After I get my graduate degree in Educational Technology I am sure that others in my field will turn to me when they have questions or problems regarding technology tools. Even though this may not be in my job description I’m sure there will be questions I can answer and problems I can solve. If I get a lot of the same question, I can identify a need and thanks to my experience with instructional design I now even feel confident planning and implementing trainings. This experience has made me a much more rounded and worthwhile employee.






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