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Design Document

Using the World Wide Web Wisely

Client: Lori Blevins, Media Specialist at Factory Shoals Elementary School
Instructional Designers: Lisa Broadhead, Laura Carroll (Bolt), Camron Macon, and Debra Plotts
I. Target Audience and Context

1. Target audience: Our module is targeted towards upper elementary school students ages 9-
11 in the 4
and 5
grades. There are approximately 220 culturally diverse students
consisting of both male and female with varying ability levels. The target audience consists
of several special needs students with only one needed assistive technology and a
wheelchair, gifted students and general education students. Overall the students are
technologically advanced in the sense that they are familiar with school applications, the
Promethean board and locating resources online and use the mobile computer labs on a
daily basis. The students do have some prior knowledge regarding Internet safety due to
the fact that the media specialist beginning in kindergarten teaches similar lessons. The
prerequisite skills of the target audience consist of reading fluency, reading comprehension
and basic computer skills.

2. Context: Based on feedback from our client this particular course is needed for several
reasons. Internet safety courses are a required component of the media specialist program
in Douglas County Schools. As a result the media specialist teaches 1 Internet safety class
on each grade level but due to situations that have arisen in the past year additional
instruction and follow up is needed especially in the upper grades. Students are able to
discuss the rules of internet safety in a general sense but have not always demonstrated
appropriate decision making skills when faced with internet safety issues as well as what
constitutes bullying online and appropriate websites. This course will be offered in a
blended format comprised of about 75% online learning modules and 25% face to face
interaction with the media specialist. Based on the ages of the students and diverse reading
levels and ability groups, facilitator interaction is necessary to ensure students remain on
task and can provide support to students as needed.

Design Document
II. Instructional Objectives

1. Overall goal of instruction
The Overall goal of instruction is to introduce and reinforce practices necessary
for 4
and 5
grade students to become safe, responsible and respectful users of
the Internet. Students should be able to discuss what it means to be safe and
respectful online as well as where to go for help when dealing with a difficult or
threatening situation.

2. Specific objectives Upon completion of this course, the learners will be able to:
Objective 1 - Module # 1 Safety Net
o Define the terms Internet and online
o Compare how staying safe online is similar to staying safe in the real world
o Explain rules for traveling safely on the Internet
o Compare and contrast online-only friends and in-person, face-to-face pals
o Analyze why private information should not be given to anyone online without the
permission of a trusted adult
o Debate how to respond if an online-only friend asks them personal questions.
Objective 2 - Module # 2 Bullies in Cyber Space
o Define the terms bully and cyber bully
o Analyze online behaviors that could be considered cyber bullying
o Explain how to deal with a cyber bullying situation
o Recognize the importance of engaging a trusted adult when they experience cyber
o Empathize with those who have received mean and hurtful messages
o Judge what it means to cross the line from harmless to harmful communication
o Generate solutions for dealing with cyber bullying

Objective 3 - Module # 3 Risky Business

o Define the terms private and username
o Compare and contrast stereotypes and realities when it comes to Internet stranger
o Summarize guidelines for determining safe online relationships, especially with
strangers or casual acquaintances
o Discuss why they should never give out private information on the Internet.

Design Document

Objective 4 - Module # 4 Oh the Places Well Go
o Define the terms appropriate, inappropriate and trustworthy
o Recognize appropriate websites
o Apply criteria to a site to determine how trustworthy and useful it is.
o Discuss consequences for visiting inappropriate websites

III. Instructional Strategies

1. Instructional approach and justification

Our course approaches instruction with a scaffolding technique. Scaffolding instruction
presents the entire concept, but starts with basic information to set the concept, and then
builds on the established understanding of the basic concepts. In each module, we start by
establishing useful vocabulary, and then provide the students with opportunities to apply
their newfound working knowledge of the terms in increasingly more complex scenarios.
Along with scaffolding the course modules, the course has a blended
responsibility/accountability between being self-motivated and guided by the media
specialist. The blended model used is 75% online and 25% face to face, which helps to
maintain student engagement, and performance primarily due to the range in maturity,
age, ability, and self-control.
o A variety of strategies and learning activities will be used to communicate
concepts and ideas to students.
o Within each module or lesson it will be clearly expressed how the information to
be acquired directly relates to being safe in his or her day-to-day lives.
o Students will use various tools and applications to reinforce newly taught skills
and guide them through each lesson with the support of the media specialist
when needed.
o Assessment will be ongoing throughout each lesson either by direct question /
answer feedback, creating brochures to demonstrate understanding, surveys or
online quizzes.
o Specific Strategies include:
Using Prezi to introduce key vocabulary words
Face-to-face discussion with Media Specialist
Creating an Internet safety brochure
Online quizzes
Create a digital poster using Glogster
Design Document
Create an evaluation checklist to determine if websites are appropriate
or inappropriate.
Create an internet usage agreement
Guided notes students will complete guided notes as they progress
through each lesson using information presented in Prezi and
PowerPoint and animated videos.

2. Motivational strategies

The ARCS Model is a method or tool that can be used by teachers and designers to improve
the motivational appeal of instructional materials (1987). The ARCS Model contains four
essential areas: Attention, Relevance, Confidence, and Satisfaction. All of which according
to Keller must be present in order for learners to be motivated. As an ID we must be
familiar with the target audience to be able to determine what will motivate them and keep
them interested in the material.
o Our 1
module is on Internet safety (Safety Net), so for the face-to-face meeting we
could use a small net placed over the computer monitors possibly with small locks to
prompt student inquiry. For online meetings we could use cartoon animations that
simulate the module topic (i.e. cyber bullying).
o Instruction will be varied to include teacher led and student led instruction.
o Online animations and videos will be used to reinforce new vocabulary and
o Bright, colorful text, graphics and moving text will also be incorporated.
o Students will be asked to create documents and materials geared towards their
peers to highlight newly acquired knowledge.
o Students will use simulations and scenarios that require learner participation.
o One of the primary goals of the entire module is to show students how their
actions and choices can affect their everyday lives. Within each lesson students
will be asked to relate information discussed to their personal lives. For example:
o Students will view a brief video on the negative consequences that can come
from misconduct online. The video will show examples of how social conduct
(rumors, picture posts, and status updates) can harm reputations, how
informational misconduct (sharing personal information: name, address, phone
numbers, etc.) can affect ones offline safety (child abduction), how visiting
website that can harm your computer (cookies, spam, and viruses).
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o The media specialist will also state specifically how learning modules / lessons
and the choices they make relate to their day to day lives and can have an
impact on their safety.

o The scaffolding approach to the course will allow students to establish
confidence in their ability by learning the introductory vocabulary and
performing well on the scaffolding successive quizzes will provide opportunities
to increase and maintain confidence.
o The media specialist will encourage students to ask and answer question and
remind them that its okay to make mistakes, as everyone is here to learn
something new.
o Students will be asked to answer scenario-based questions to check for
o A low risk environment will be maintained in which students can learn new skills
and immediately apply them or practice using them in a real world setting.
o Encouragement will be provided to all students, especially those that may be
o Essential Questions will be used so students have a clear understanding of what
they are expected to learn or be able to do at the conclusion of the module.
o The Media Specialist will help students understand that as long as they try hard
and put forth effort they will reach some level of success or understanding.
o Students will have multiple opportunities to fulfill their need for satisfaction in
the small assessment quizzes.
o Face to face meetings the media specialist will use motivational and encouraging
responses to task and questions/comments from student in order to provide
o Immediate praise and response form the media specialist.
o Personal attention given to students especially those who may be struggling.
o Provide informative feedback and direction when needed.
o Allow students who master a concept or complete a project early to help others.
o Group special needs or learning disabled students with general education and
gifted students to create a balance; they will be able to learn form each and
complete tasks appropriately with support.

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Assessment strategies
o Summative Assessments
Online quizzes
End of Module Test
o Formative Assessments
Rubrics will be used as a guide to help students complete the Internet safety
brochure, online poster, appropriate website checklist and user agreement.
PollEverywhere survey
Face to face discussions with media specialist to see if information / concepts
were grasped or needs to be retaught.
Creation of internet safety brochure
Creation of online poster
Creation of appropriate vs. inappropriate website checklist
Creation of internet user agreement

IV. Content Outline
Module 1: Safety Net Face-to-
Module 1 description: In this module students will be introduced to the
Internet and staying safe online. Students will compare how the online
world is similar to the real world when it comes to dangerous situations.
Content and Activities
o Prezi presentation defining key terms
o PollEverywhere poll with student feedback (formative
o Face-to-Face Discussion about online danger being similar to
real world danger (formative assessment)
o Animations on the danger of password and private information
being given out
o Create a brochure on internet safety (formative assessment)

Media objects
o Prezi presentation students will view on their computer
introducing them to the key terms.
o PollEverwhere poll
o Several animations courtesy of NetSmartKids
Online and

Design Document
o Microsoft Word or Microsoft Publisher to create brochure

Module 2: Bullies in Cyber Space Face-to-
o Module 2 description: In this module students will be introduced to
the terms bully and cyber bully. They will learn about the different
types of cyber bullying and understand the importance of knowing
how to prevent cyber bullying.
Content and Activities
o Prezi introducing students to the key terms
o PollEverywhere poll with student feedback. (formative
o Discussion on past experiences of students either being bullied or
being a bully in person.
o Students will watch a video about cyber bullying
o Students will sign a pledge to practice proper online behavior
o Students will be given scenarios on PowerPoint and will have to
determine the appropriate response. (formative assessment)
o Students will take an online quiz. (summative assessment)
Media objects
o Prezi presentation about cyber bullying
o PollEverywhere poll
o Video
o Online Quiz
o PowerPoint
Face and

Module 3: Risky Business Face-to-
o Module 3 description: In this module students will be re-introduced
to privacy and password protection.

Content and Activities
o Prezi presentation defining key terms.
o Poll Everywhere poll with student feedback (formative
o Discussion about how appearances and how you cannot always
believe people are who they say they are when online.
o Animation about topic courtesy of NetSmartzKids
Face and

Design Document
o Students will create an online poster using
summarizing the guidelines of safe online relationships. (formative

Media objects
o Prezi presentation
o PollEverywhere
o Animation courtesy of NetSmartzKids

Module 4: Oh the Places Well Go Face-to-
o Module 4 description: In this module, students will learn the
difference in appropriate, inappropriate, and trustworthy websites.
Content and Activities
o Prezi presentation defining key terms.
o Poll Everywhere poll with student feedback (summative
o Students will answer discussion prompts in Word.
What do you consider to be inappropriate material on the
Without seeking it, how could someone run into inappropriate
content online?
Have you ever come across inappropriate content on the
Internet? What was it? What did you do about it?
What would you do if you came across a pop-up of a naked
person or a hate website regarding a specific religion?
Would you feel comfortable telling me about anything you
saw online that made you feel scared or uncomfortable? Why
or why not?
o Discuss answers (formative assessment)
o Students will create an evaluation checklist in Word that they can
use to determine if a website is appropriate using guidelines from
the web (formative assessment)
o Students will exchange checklists with a classmate and use the
checklist to determine if a site the teacher sends them to is
appropriate. (formative assessment)
o After a lecture from the teacher, students will create an Internet
Usage Agreement outlining consequences for inappropriate
Internet usage at school. (formative assessment)
o Online test (summative assessment)

Face and

Design Document
Media objects
o Prezi presentation
o PollEverywhere
o Microsoft Office Word
o Internet
o Online Quiz

V. Development and Production Plan

1. List/description of instructional materials
Instructional materials will include the following:
Electronic/digital resources (online)
Computer technology (computers, Internet connectivity, promethean board)
Media center (serves as classroom meeting location)
Microsoft Word used to create internet safety brochures
Glogster used to create online posters
Prezi - used to design instructional content such as vocabulary and key points / ideas
Microsoft PowerPoint used to design instructional content such as vocabulary and
key points / ideas
PollEverywhere students will complete surveys online
Weebly ID will use to create online learning modules and post instructions, videos,
project requirements, rubrics.
Many online resources are available for providing content delivery to the students. Weebly,
a web-hosting service, will be used as the central learning content depository for instructor
to load presentation, quizzes, and links to access online materials.
Documents, such as presentations to deliver introductory concepts and vocabulary, will be
created in Prezi and PowerPoint software. For scenarios and examples to demonstrate
appropriate online safety, online videos will be incorporated through the following:
ID created videos, animations, or cartoons

Design Document
In addition, students will use Glogster to create poster containing multimedia elements
such as text, graphics, drawings, and audio. PollEverwhere will be used to submit survey
responses and Microsoft word to create self-evaluation checklist.
Development tools
Development tools will include the following:
Microsoft Word
Microsoft PowerPoint

2. Weekly development plan
Date Activity Team Members
3/10 3/16 Module 1
Write Mod 1 content
Create Prezi identifying terms/vocabulary
Create a poll so students can respond with
their definition of internet and online
Create an instruction sheet and a rubric for
students to create a brochure using Word or
Publisher on Internet safety
Create Weebly site and upload all assignments
to platform used for instruction

Broadhead & Macon



3/10 3/16 Module 2
Write module 2 content.
Create Prezi identifying terms/vocabulary
Develop questions for online quiz
Create poll to survey students regarding
bullying and cyber bullying
Identify links for online videos
Create student pledge for proper online
Create PowerPoint presentation for
students to open and add to the
presentation their answers.
Create online quiz.
Upload all content and materials to







Design Document
3/17-3/23 Module 3
Write Module 3 content
Create Prezi identifying terms/vocabulary
(username, private)
Create poll to survey students
Identify links for animated videos
Post links and upload materials to Weebly
Create instructions for students to create a
poster using Glogster with a focus on keeping
information private
Create a rubric for the poster task
Create a screencast or PowerPoint showing
students how to create Glogster accounts and
use the website.




3/24-3/30 Module 4
Write Module 4 content
Create Prezi identifying terms/vocabulary
(appropriate, inappropriate, trustworthy)
Create poll to survey students
Create Word document (discussion question
Create Word document sample checklist for
evaluating appropriateness of website
Create Word document sample Internet
usage agreement
Create list of websites for students to visit to
see examples of usage agreements or use
PowerPoint to show 3 examples
Create rubric for student usage agreements
Create questions for quiz
Create end of unit assessment
Upload materials to Weebly




Bolt & Macon



3/31-4/2 Review all content
Test all links
Make any final corrections / modifications

All members

Design Document
VI. References
Common Sense Media. (2014). Digital literacy and citizenship classroom curriculum
scope and sequence. Retrieved from

Keller, J. M. (1987). Development and use of the ARCS model of motivational
design. Journal of Instructional Development. 10(3).
Netsmartz. (2001). Friend or fake. National Center for Missing & Exploited Children.
Retrieved from
Netsmartz. (2001). Know the rules. National Center for Missing & Exploited Children.
Retrieved from
Netsmartz. (2001). Password rap. National Center for Missing & Exploited Children.
Retrieved from