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EDTECH512DesignDocument

Name:JimMurtagh
Date:6152014

Gmail-101: Getting Started with Gmail



ProjectSummary:Thiscourseintroducesfaculty,staffandstudentsofGuilfordPublicSchool
toGooglescomprehensiveemailproductcalledGmail,souserscanindependentlyengagein,
andmanageemailcommunicationasrequiredforemploymentorclasswork.Thisisa
selfpaced,onlinecourse,consistingoffivemodulesthatintroducethecoreGmailskillsrequired
foreffectiveelectroniccommunication.


1. Front-end Analysis

ProblemAnalysis

Whatproblemareyoutryingtoaddress?
TheGuilfordPublicSchools(GPS)districtisswitchingtheiremailsystemfromaMicrosoft
ExchangebasedsystemtoGooglesGmailsystem.TeachersandstaffatGPSwillberequired
touseGmailfordistrictcommunicationatthestartof20142015academicyear.Manyusersare
expectedtobeunfamiliarwithGmailinterfaceandterminology.Thiscoursewillintroduceusers
toGmailandthebasicskillstheywillneedtoconductelectroniccommunicationeffectively.

Isinstructionanappropriatesolutionfortheproblem?
Yes,instructionisnecessarytoaddressthisproblem.Teachershaveanexpectationthat
professionaldevelopmentisprovidedforalldistrictinitiatives.Whenteachersandstaffreturn
fromsummerbreak,theywillberequiredtousethisnewemailsystem.Thedistrictdoesnot
havetheresourcestoconductfacetofaceinstructioninthelimitedamountoftimeavailablefor
suchalargegroupofemployees.Online,selfpacedinstructionisthemosteffectivesolutionfor
thisproblem.Userneedsalsovary,andamodularapproachtotheinstructionwillpermit
learnerstofocusontheskillstheyneedthemost,whentheyneedthemthemost.(i.e.
secretarialneeds(highvolumeemail:distributiongroups,organization,search&retrieval)
versusparaeducatorneeds(lowvolumeemail:basicmessagecreation))

Iswebbasedinstructionanappropriatesolutionfortheproblem?
Approximately450teachersandstaffwillreturnbacktoworkwithinathreedaywindowfrom
summerbreakinlateAugust.Upontheirreturn,theywillimmediatelyneedtobeginusingGmail
fortheirprimarycommunicationtool,astheirprioremailsolutionwillhavebeen
2014JimMurtagh 1
decommissioned.Schedulesareverydemandingatthestartofanewschoolyear,andmost
peopleareoverwhelmedwithwork.Thedistrictdoesnothavetheresourcestoconductgroup
professionaldevelopmentfortheentiredistrictinsuchashorttimeframe,nordoteachersor
staffhavetimeintheirschedulefortraining.Anonlineapproachisthemostappropriatesolution
tothisproblemasitgivesusersthemostflexibilityinscheduling.

Whatisyourinstructionalgoal?
LearnerswillindependentlyuseGmailforemailcommunicationasrequiredforemploymentor
classwork.LearnerswillbeabletoaccessGmailfromavarietyofdevices,identifytheessential
featuresintheGmailapplication,andbeabletocomposeandorganizeemailsusingthosetools.

ContextAnalysis

DescriptionofOrganization
TheGuilfordPublicSchoolsdistrictiscomprisedofsevenschools(K12)andtwoadministrative
offices.Thiscoursewillbeofferedonlinetoallfaculty,staff,andstudentsthatareprovidedwith
adistrictissuedemailaccount.Overthesummerof2014,thedistrictismigratingfroma
MicrosoftExchangebasedemailsystemforfacultyandstaff,toaGoogleGmailsolution,which
isintendedforfaculty,staff,andselectedstudentgradelevels(912).Thisisanoncreditcourse
andisdesignedtoacquaintuserswiththeessentialskillstheyneedtouseGmailforeffective
electroniccommunication.

LearnerAnalysis

GeneralDemographicsandLearnerCharacteristics
Adultlearners:
Faculty=387
Collegeeducated,certifiedteachers
ExperiencedemailuserswithMicrosoftExchange
Providedwithdistrictissuedlaptops

Staff=348
Mixededucation,variedbackground,someSpanishprimarylanguage
ExperiencedemailuserswithMicrosoftExchange

StudentLearners:
Grades912=1,095
Ages1419
2014JimMurtagh 2
Lessthan1%ESL
Middletoupperclassfamilies,mostparentshavecollegeeducation
Moststudentsuseemailintheirpersonalactivities

Motivations
Allfaculty,staffandstudentswhoareprovidedwithdistrictissuedemailaccountsareexpected
tousethemastheprimarymeansofcommunicationbetweendistrictemployeesandparentsof
students.SomeusersmayalreadybefamiliarwithGmailfromtheirpersonalexperiences,and
theseusersmaynotneedthiscourse,thoughtheymaywanttoreviewthelistofmodulesto
possiblylearnaspectsofGmailtheycouldbeunfamiliarwith.Forotherlearners,thiswillbetheir
firsttimeusingtheGmailprogram.Whilethebasicfunctionalityofemailwillnotnotchange
significantlyinouremailmigration,thelookandfeel,aswellassometerminology,differs
betweenExchangeandGmail.Theseuserswillbenefitfromthiscourseasitwillenablethemto
becomeproficientinthebasicskillsindependentlyandinaconvenientmanner.Thecourseis
notmandatory,buttechnicalsupportresourcesarelimitedatthestartofeachacademicyear,
andlearnerswillneedtotaketheinitiativetolearnsomeaspectsofGmailontheirown.

PriorKnowledge
Facultyandstaffhavebeenrequiredtouseemailforthepast8yearsforintradistrictand
externalcommunication,anditisestimatedthatmostusepersonalemailaccountsoutsideof
work.Thisisthefirsttimestudentswillbeprovidedemailbythedistrict,thoughalarge
percentagefrequentlyuseemailintheirpersonalactivities.Itisestimatedthatasmall
percentageofusersalreadyuseGmailintheirpersonalactivities(studentestimatemaybe
significantlyhigher).Thebasicconceptsofemailremainunchanged,buttheGmailinterfaceis
significantlydifferentthantheExchangeinterfacefacultyandstaffhavebeenaccustomtousing.
TheexpectationisthatuserswillbeabletoquicklytransitiontoGmail,oncetheydiscoverthe
Exchangecompatiblecommands/menuoptionsinGmail.Usersarecompetentincreatingand
replyingtoemail,thoughtheymaydifferinthetheirknowledgeofthelargerfeaturesetofemail,
suchasusingdistributionlistsandfolderorganization.Someusersmaychoosetobuildupon
theirexistingknowledge,andlearnnewemailfeaturesbycompletingallthemodulesinthe
course.

TechnicalSkills
Allusers,faculty,staffandstudentsuseinternetenabledtechnologyonadailybasisfortheir
work.Theirproficiencylevelsvaryconsiderablefromrequiringfrequenttechnicalsupportto
completeindependence.Thenumberofuserswithpreviousonlinecourseexperienceis
estimatedtobelow,andwillprimarilybefacultywhohavereturnedtoschool,or12thgrade
studentstakingcollegelevelcourses.ItisestimatedthepercentageusingCanvasastheirLMS
isevenlower.WhilethiscourseisbeingdesignedinCanvasformypersonallearning
experience,anhtmlversionwouldbeusefulforthedistrictusersasitwouldnotrequirethemto
learnCanvasinadditiontothecoursecontent.Someuserswillrequiretechnicalsupport,
2014JimMurtagh 3
regardlessiftheytakethiscourse,andsomeuserswillinsistonpersonalsupportastheironly
optiontolearnGmail.

AbilitiesandDisabilities
Userswithphysicaldisabilitieswillalreadyhaveaccommodationsaddressingtheirneedsand
thereforedonotrequireanythingadditionalinthiscourse.Studentswithmentaldisabilitieswillbe
supportedbytheirdedicatedparaeducators.

RelevantStandards

Therearenostateornationalstandardsthatapplytothiscourse.Learnerswillneedto
demonstratethebasicemailskillsnecessarytosatisfytheirprofessionaloracademic
requirements.

CourseGoal

ThegoalofthiscourseistoenableuserstoindependentlyuseGmailforallemail
communicationasrequiredforemploymentorclasswork.

CourseOutcomes

1. LearnerscanindependentlyaccesstheirGPSGmailaccountfromworkandathome.
2. LearnerscanuseGmailtoengageinprofessional/academicelectroniccommunication.
3. LearnerscancustomiseGmailfortheirpersonalpreferences.

InitialLearningObjectives

Module# CourseOutcome LearningObjective Assessment


1 Learnerscan
independentlyaccess
theirGPSGmail
accountfromwork
andathome.
UsercanindependentlyresettheirGPS
passwordtogainaccesstotheemail
system.
Usersuccessfully
resetstheirGPS
password.
1 Learnerscan
independentlyaccess
Usercanaccessthewebinterfacefor
GPSGmailsystemfromavarietyof
Usersuccessfullylogs
intotheGPSGmail
2014JimMurtagh 4
theirGPSGmail
accountfromwork
andathome.
locations(work/home). systemfromworkand
athome.
1 Learnerscan
independentlyaccess
theirGPSGmail
accountfromwork
andathome.
Usercanconfigurepersonaldevices
(phones/tablets)toaccessGPSGmail
bylocatingtheGPSconfiguration
guidesandfollowingtheinstructions.
Usersuccessfully
configuresphoneor
tablettoaccessGPS
Gmail.
2 Learnerscanidentify
featuresinGmailand
navigatetheGmail
interfacetoengagein
professional/
academicelectronic
communication.
Usercanidentifyessentialelements
(suchascreatenewemail,forward,
delete)intheGmailwebinterfaceto
engageinprofessionalandacademic
electroniccommunication.
Quizassessingusers
abilitytoidentify
essential
element/buttoninthe
Gmailinterface.
3 Learnerscanuse
Gmailtoengagein
professional/
academicelectronic
communication.
Usercancreate,replyto,forwardand
deleteemailsintheGmailsoftware.
Usercreatestest
messagesandperform
reply,forwardand
deleteactions.
3 Learnerscanuse
Gmailtoengagein
professional/
academicelectronic
communication.l
Usercancomposeemailswith
attachments,andprocessemails
receivedwithattachmentsintheGmail
software.
Usercreatestest
messageswith
attachments.
3 Learnerscanuse
Gmailtoengagein
professional/
academicelectronic
communication.
Usercanlocateemailsusingthesearch
featureinGmail.
Userisaskedto
performseveral
searchesoftheirinbox.
4 Learnerscanuse
Gmailtoengagein
professional/
academicelectronic
communication.
Usetheglobalcontactlisttofind
recipientsforemailinGmail.
Usersearchesglobal
contactlisttoanswera
quizquestion.
4 Learnerscanuse
Gmailtoengagein
professional/
academicelectronic
communication.
Usercancreateapersonaldistribution
groupinGmail.
Usercreatespersonal
distributiongroup.
5 Learnerscan
customiseGmailfor
theirpersonal
UsercancreatelabelsinGmailto
organizeemailefficientlyaccordingto
theiruniqueneeds.
Usercreateslabels
andorganizetheir
emailtoreflecttheir
2014JimMurtagh 5
preferences. personalorganization
needs.
5 Learnerscan
customiseGmailfor
theirpersonal
preferences.
UsercanaddasignatureinGmailto
emailthatidentifiestheirtitleand
contactinfo.
Useraddsasignature
totheiremailand
sendsamessageto
coworkerforfeedback.

2. Design (Mapping the course & instructional planning)

CourseMap

Module# Course
Outcome
Learning
Objective
BloomsLevelof
ThinkingforObjective
Assessment
Home
Page
Introducewho
thecourseis
designedfor
andwhya
learnershould
takeit.
Getmotivatedto
takecourse.
Understanding None
Overview Explainwhy
usershould
takethis
course,how
courseis
organized,and
overviewof
Gmail.
Describewho
shouldtakethe
course,howthe
courseis
organized,and
explainwhatis
Gmail.
Understanding Quiz:Multiplechoice:
Generalquestions
aboutwhythedistrict
isusingGmail.Is
coursemandatory?
Questionsfromvideo,
suchashowmuch
storagespaceis
allottedtoeach
account.
1 Learnerscan
independently
accesstheir
GPSGmail
accountfrom
workandat
home.
Usercan
independentlyreset
theirGPS
passwordtogain
accesstothe
emailsystem.
Remember Usersuccessfully
resetstheirGPS
password.
1 Learnerscan
independently
accesstheir
GPSGmail
accountfrom
Usercanaccess
thewebinterface
forGPSGmail
systemfroma
varietyoflocations
Apply Usersuccessfullylogs
intotheGPSGmail
systemfromworkand
athome.
2014JimMurtagh 6
workandat
home.
(work/home).
1 Learnerscan
independently
accesstheir
GPSGmail
accountfrom
workandat
home.
Usercanconfigure
MSOutlookto
sendandreceive
emailfromGoogle.
Apply Usersuccessfully
configuresOutlook.
1 Learnerscan
independently
accesstheir
GPSGmail
accountfrom
workandat
home.
Usercanconfigure
personaldevices
(phones/tablets)to
accessGPS
Gmail.
Apply Usersuccessfully
configuresphoneor
tablettoaccessGPS
Gmail.
1 Learnerscan
independently
accesstheir
GPSGmail
accountfrom
workandat
home.
AssessUser Remember Quizformodule1:T/F
questionsspanmodule
objectivessuchas
formatofemail
address,urltoaccess
Gmail,configuring
devices,etc.
2 Learnerscan
useGmailto
engagein
professional/
academic
electronic
communication
Usercanidentify
essentialelements
(suchascreate
newemail,forward,
delete)inthe
Gmailweb
interfacetoengage
inprofessionaland
academic
electronic
communication.
Understand Quiz:Multiplechoice
withimages.Learner
identifiesaspecific
button/menuoptionin
Gmailwithitsfunction.
Howtoidentifyunread
messages.Howto
accesscontacts.
3 Learnerscan
useGmailto
engagein
professional/
academic
electronic
communication
Usercancreate
emailsintheGmail
software.
Apply Quiz:Usercreatestest
messagesandmust
useacodereceivedin
anautoreplymessage
toanswerquestion.
3 Learnerscan
useGmailto
engagein
Usercanreplyto,
emailsintheGmail
software.
Apply Userrepliestoatest
message.
2014JimMurtagh 7
professional/
academic
electronic
communication
3 Learnerscan
useGmailto
engagein
professional/
academic
electronic
communication
Usercanforward
emailsintheGmail
software.
Apply Quiz:Userforwardsa
testmessagesand
mustuseacode
receivedinan
autoreplymessageto
answerquestion.
3 Learnerscan
useGmailto
engagein
professional/
academic
electronic
communication
Usercandelete
emailsintheGmail
software.
Apply Userdeletesatest
message.
3 Learnerscan
useGmailto
engagein
professional/
academic
electronic
communication
Usercancompose
emailswith
attachments,and
processemails
receivedwith
attachmentsinthe
Gmailsoftware.
Apply Usercreatestest
messageswith
attachments.
3 Learnerscan
useGmailto
engagein
professional/
academic
electronic
communication
Usercanlocate
emailsusingthe
searchfeaturein
Gmail.
Understand Usersearchesand
findsanemailwithin
Gmail.
4 Learnerscan
useGmailto
engagein
professional/
academic
electronic
communication
Usetheglobal
directorytofind
recipientsforemail
inGmail.
Apply Quiz:Usersearches
globaladdresslistto
findtheanswerstoafill
intheblankquestion.
4 Learnerscan
useGmailto
engagein
professional/
academic
Usercancreatea
personal
distributiongroupin
Gmail.
Apply Usercreatespersonal
distributiongroup.
2014JimMurtagh 8
electronic
communication
5 Learnerscan
customise
Gmailfortheir
personal
preferences.
Usercancreate
labelsinGmailto
organizeemail
efficiently
accordingtotheir
uniqueneeds.
Understand/Apply Usercreateslabels
andorganizestheir
emailtoreflecttheir
personalorganization
needs.
5 Learnerscan
customise
Gmailfortheir
personal
preferences.
Usercanadda
signatureinGmail
toemailthat
identifiestheirtitle
andcontactinfo.
Apply Useraddsasignature
totheiremailand
sendstoacoworker
forfeedback.
5 Learnerscan
customise
Gmailfortheir
personal
preferences.
Assessuser Remember Quizformodule5:
Multiplechoice
questionsthatspan
moduleobjectives,
suchasdifferences
betweenlabelsand
folders,whyusea
signature,adding
imagestosignatures,
etc.
Questions
&
Resource
s
Learnercanlocate
answersto
frequentlyasked
questions,find
additionalGmail
resources,andask
aforumquestion.
None

InstructionalPlanning

Module# LearningObjective PossibleActivity TypeofInteraction


Home
Page
Getmotivatedtotakecourse. Listentovokiintroducewho
thiscourseifforandwhyto
takeit.
Absorb
Overview Describewhoshouldtakethe
course,howthecourseis
organized,andexplainwhatis
Watchvideointroducing
GoogleandGmail
Absorb
2014JimMurtagh 9
Gmail.
1a Usercanindependentlyresettheir
GPSpasswordtogainaccessto
theemailsystem.
Watchscreencastfor
passwordreset,follow
hyperlinkintext,thenperform
passwordreset.
Absorb>>>Do
1b Usercanaccesstheweb
interfaceforGPSGmailsystem
fromavarietyoflocations(work/
home).
Readinstructions,click
hyperlink,logintoGmail,
providelinksonhowto
bookmarkpageandcreate
desktopshortcut.
Absorb>>>Do
1c UsercanconfigureMSOutlookto
sendandreceiveemailfrom
Google.
Readinstructions,Follow
screenshots.Configure
Outlookmailclientonusers
computer.
Absorb>>>Do
1d Usercanconfigurepersonal
devices(phones/tablets)to
accessGPSGmail
Readinstructions,follow
screenshotsonhowto
configureGmailaccountson
multipledevices/phones
Absorb>>>Do
2 Usercanidentifyessential
elements(suchascreatenew
email,forward,delete)inthe
Gmailwebinterfacetoengagein
professionalandacademic
electroniccommunication.
WatchGmailintrovideo
(interactiveelements).
Exploreselfpacedguided
tourofGmailinterface.
Absorb

3a Usercancreateemailsinthe
Gmailsoftware.
WatchYoutubevideoon
creatingnewemail:Askuser
tosendemailtospecified
emailaddressusingGmail.
Replyemailwillreturnacode
toansweranassessment
question.
Absorb>>>Do
3b Usercanreplyto,emailsinthe
Gmailsoftware.
Replytotestemailwith
Gmail
Do
3c Usercanforwardemailsinthe
Gmailsoftware.
ForwardanemailusingGmail
toaspecifiedaddress.
Forwardedemailwillreply
withacodetoansweran
assessmentquestion.
Do
3d Usercandeleteemailsinthe
Gmailsoftware.
DeleteemailfromGmail Do
3e Usercancomposeemailswith
attachments,andprocessemails
Watchvideoshowinghowto
workwithattachments.
Absorb>>>Do
2014JimMurtagh 10
receivedwithattachmentsinthe
Gmailsoftware
Createemailandadd
attachment.
3f Usercanlocateemailsusingthe
searchfeatureinGmail.
WatchvideoofGmailsearch Absorb
4a Usetheglobalcontactlisttofind
recipientsforemailinGmail.
Findspecifiedusersinglobal
contactlistusingsearch
criteria.Answerquestions
aboutusers.
Do>>>Connect
4b Usercancreateapersonal
distributiongroupinGmail.
Watchvideooncreating
group.Readhowtouse
distributiongroupexamples.
Usercreatesadistribution
groupinGmail.
Absorb>>>Do
>>>Connect
5a UsercancreatelabelsinGmailto
organizeemailefficiently
accordingtotheiruniqueneeds.
Watchvideousinglabels.
readexamplesofhowtouse
labels.Askusertoidentify
howtheycanuselabelsand
thenhavethemcreatethose
labelsintheirGmail.
Absorb>>>Do
>>>Connect
5b UsercanaddasignatureinGmail
toemailthatidentifiestheirtitle
andcontactinfo.
Watchvideooncreating
signature.Usercreates
signatureintheirGmail
account.
Absorb>>>Do
Question
s&
Resource
s
Learnercanlocateanswersto
frequentlyaskedquestions,find
additionalGmailresources,and
askaforumquestion.
Readthroughfrequently
askedquestions,search
additionalresources,oraska
questionintheforum.
Do

MotivationPlanning

Module Planstomotivateyourlearners
HomePage AudiointroductiontocourseusingVoki.
Overview Introductionvideofrominstructordescribingmoduleobjectives.Gmailintroductoryvideo
WhyuseGmail,andhowdoesGmailhelpuser?
Module1:
Accessing
Gmail
ExplainhowgreatGmailaccesswillbefromhome,phones,tablets,etc.Screen
capturedemoofpasswordreset.Quickguidestoconfiguredevices.
2014JimMurtagh 11
Module2:
Gmailinterface
Introductionvideofrominstructordescribingmoduleobjectives.Selfpacedinteractive
GoogleactivitywhereusersclickonGmailinterfaceandfeaturesareexplained.Quiz:
matchingassessmentwithscreenshotsforGmailtermsandfeatures.
Module3:
Workingwith
mail
Introductionvideofrominstructordescribingmoduleobjectives.Connectuserscurrent
emailskillswithExchangetoGmailitsnotallnew,justslightlydifferent,butbetter!
Sendandreceivetestmessages(createautomatedrepliesfortestmessagessouser
actuallyreceivesanemail).Usertakesassessmentwheretheyhavetoenteracode
whichisinthereplyemail.Writteninstructionsfortasks(create,reply,etc.)Users
practiceskills.
Module4:
Workingwith
contacts
Introductionvideofrominstructordescribingmoduleobjectives.Videoofbenefitsof
usingdistributiongroups.Googlelearningcenterwebpagesforproceduresontasksin
module.Askusertoperformasearchandentertheresultsinassessmentfor
validation.
Module5:
Personalize
Gmail
Introductionvideofrominstructordescribingmoduleobjectives.Motivateuserto
customiseGmailtotheirpreferences.Youtubevideoonusinglabels.Written
proceduresfortasks.Practicebycreatinglabels,andsignature.
Questions&
Resources
Eventhoughthisisaselfpacedcourse,learnercanaskquestionsaboutcontentor
providefeedbackaboutcoursedesign.Makeuserfeelliketheyarenotaloneinthe
courseandthattheyinputintothecourse.

ContentPlanning

Module# LearningObjective Content


HomePage Getmotivatedtotake
course.
Vokiintroducingwhothiscourseifforandwhytotakeit.
Intro Describewhoshould
takethecourse,how
thecourseis
organized,andexplain
whatisGmail.
IntroductoryvideoaboutGoogleandGmailLINK,

QUIZ:MultipleChoice(inCanvas)
1a Usercan
independentlyreset
theirGPSpasswordto
gainaccesstothe
emailsystem.
Introductionvideofrominstructordescribingmoduleobjectives.

Screencastdemonstratinghowtoresetpassword.
Writteninstructionswithscreenshotsfordownloadreference
(PDF).

Followhyperlinkandthenperformpasswordreset
1b Usercanaccessthe
webinterfaceforGPS
Gmailsystemfroma
Writteninstructionswithscreenshot.

HyperlinktoGmailinlesson.UserlogsintoGmail
2014JimMurtagh 12
varietyoflocations
(work/home).
Providelinksexplaininghowtobookmarkpageandcreate
desktopshortcut
1c UsercanconfigureMS
Outlooktosendand
receiveemailfrom
Google.
Writteninstructionswithscreenshotstakinguserthrough
configurationprocess.LINK:Outlook,
1d Usercanconfigure
personaldevices
(phones/tablets)to
accessGPSGmail
WritteninstructionsexplaininghowtoconfigureGmailaccounts
onmultipledevices(ios,android),Windows,
Blackberry

QUIZ:T/F(inCanvas)
2 Usercanidentify
essentialelements
(suchascreatenew
email,forward,delete)
intheGmailweb
interfacetoengagein
professionaland
academicelectronic
communication.
UserexploresGmailbyusingselfpaced,interactiveoverview
createdbyGoogle.Applicationallowsuserstolearnaboutthe
Gmailinterfaceastheirpace.(interactiveelements).LINK

QUIZ:Matchinggameassessment.(inCanvas)
3a Usercancreate
emailsintheGmail
software
Introductionvideofrominstructordescribingmoduleobjectives.

VideodemonstratinghowtocreatenewemailusingGmail.LINK

Writteninstructionswithscreenshotsdemonstratingprocess.
LINK

ACTIVITY:Askusertosendemailtospecifiedemailaddress
usingGmail.Replyemailwillreturnacodetoansweran
assessmentquestion.

QUIZ:Fillinblank(inCanvas)(answerfromreply)
3b Usercanreplyto,
emailsintheGmail
software.
VideodemonstratinghowtoreplytoemailusingGmail.LINK

Writteninstructionswithscreenshotsdemonstratingprocess.
LINK
3c Usercanforward
emailsintheGmail
software.
VideodemonstratinghowtoforwardemailusingGmail.LINK

Writteninstructionswithscreenshotsdemonstratingprocess.
LINK

ACTIVITY:Askusertoforwardemailtospecifiedemailaddress
usingGmail.Replyemailwillreturnacodetoansweran
assessmentquestion.
2014JimMurtagh 13

QUIZ:Fillinblank(inCanvas)(answerfromreply)

3d Usercandelete
emailsintheGmail
software.
VideodemonstratinghowtoreplytoemailusingGmail.LINK

Writteninstructionswithscreenshotsdemonstratingprocess.
LINK
3e Usercancompose
emailswith
attachments,and
processemails
receivedwith
attachmentsinthe
Gmailsoftware
VideodemonstratinghowtoaddattachmentsinGmail.
LINKVideo

Writteninstructionswithscreenshotsdemonstratingprocess.
LINKText

ACTIVITY:Sendanemailwithanattachment.
3f Usercanlocate
emailsusingthe
searchfeaturein
Gmail.
VideodemonstratinghowtosearchforemailinGmail.LINKVideo

Referencesheetofsearchterms:LINKreferencesearch

ACTIVITY:Searchforemailsininbox.
4a Usetheglobal
directorytofind
recipientsforemailin
Gmail.
Introductionvideofrominstructordescribingmoduleobjectives.

VideodemonstratinghowtosearchforusersinGmail.
LINKVideo

Writteninstructionswithscreenshotsdemonstratingprocess.
LINKText

ACTIVITY:Askusertofindspecifiedusersinglobaladdresslist
usingsearchcriteria.Answerquestionsaboutusers.

QUIZ:T/F(inCanvas)
4b Usercancreatea
personaldistribution
groupinGmail.
VideodemonstratinghowtocreateadistributiongroupinGmail.
LINKvideo

Writteninstructionsonhowtousedistributiongroupexamples.
LINKText

ACTIVITY:AskusertocreateadistributiongroupinGmail.
LINKTexta
5a Usercancreatelabels
inGmailtoorganize
emailefficiently
accordingtotheir
uniqueneeds.
Introductionvideofrominstructordescribingmoduleobjectives.

VideodemonstratinghowtouselabelstoorganizeGmail.
LINKVideo

2014JimMurtagh 14
Writteninstructionsonhowtousehowtouselabels.Askuserto
identifyhowtheycanuselabelsandthencreatethoselabelsin
theirGmail.LINKText
5b Usercanadda
signatureinGmailto
emailthatidentifies
theirtitleandcontact
info.
VideodemonstratinghowtoaddasignatureGmail.LINKVideo

WritteninstructionsonhowtocreateasignatureinGmail.
LINKText

QUIZ:Multiplechoice(inCanvas)

Questions&
Resources
Learnercanlocate
answerstofrequently
askedquestions,find
additionalGmail
resources,andaska
forumquestion.
Frequentlyaskedquestions.

Listofadditionalresources.

UserForum(inCanvas).

SocialInteractionPlanning

Module# SocialInteraction
(none) SelfpacedcoursebutIwanttoincludeaquestionandanswerforumdirected
onlytotheinstructor.Itwouldbeexplainedthatuserswouldnotreceive
individualortimelyfeedback,butthequestionswouldbeansweredperiodically.
Thiswouldallowuserstoprovidefeedbackaboutthecourse,andalsoidentify
areasthatmightbeconfusing(basedonnumberoflearnerswhosubmitsimilar
questions).Inaselfpacedcourse,studentscanfeeltheyhavenovoiceinthe
course.TheQ/Aforumprovidessomeopportunityforthestudenttogive
feedback.

Ichosetoincludeapersonalizedintroductoryvideoforeachmodulesothe
learnerfeltthatthereisactuallyaninstructorassociatedwiththecourseand
notjustabunchofwordsonscreenstoreadandactivitiestofollow.I
intentionallyspokeinacasualtone,andtriedtoaddressthelearnerasifIwas
talkingdirectlytothem.

3. Prototype

MycourseisbeingdevelopedintheCanvasLMSapplication(www.canvas.instructure.com).
Therearenousercontrolsforthecoursetemplateorthesitesnavigationfeatures.Thecontent
intheindividualpagescanbemodified,butIhavechosentousetheprovidedheading1,2,3,
2014JimMurtagh 15
paragraph,andtableelementsforconsistency.ltriedmybesttodocumenttheattributesfor
thesestylesbutitwasdifficult.BylookingattheCSS,Icoulddeterminesomevalues,butother
elementsappeartotobedescribedbyanotherscriptingtechnique.Someelementswere
determinedbycopying/pastingitemsfromCanvasintoDreamweaverandPhotoshopandthen
usingthetoolsinthoseprogramstomatchfontsandcolors.

StudentscanselfenrollinthecoursebyfollowingthisURL:
https://canvas.instructure.com/enroll/M9RBE8
Alternatively,youcansignupathttps://canvas.instructure.com/registerandusethefollowingjoin
code:M9RBE8
ORyoucanusemytestaccountbygoingtohttps://canvas.instructure.comandusing
Username/email=pat_hanleypassword=edtech512

Typography

Note:GoogledocdidnothaveHelveticafontsoIusedArialinthistablewhichisnearlyidentical.

TheseitemsareCanvaselements.
Style fontfamily RGBcolor HEXcolor Fontsize fontweight Alignment
heading 1
(h1)
Helvetica 102,102,102 #666666 24pt bold left
heading2
(h2)
Helvetica 51,51,51 #333333 18pt left
paragraph(p)
Helvetica 51,51,52 #333333 13pt left
EmphasisText Helvetica 51,102,255 #3366ff 13pt bold left
TableCaption Helvetica 51,102,255 #3366ff 13pt bold Center
TableRowHeader Helvetica 51,51,52 #333333 13pt bold left
TableElements
Helvetica 51,51,52 #333333 13pt left

TheseitemswereusedonbuttonsonthehomepagewhichIcreatedinPhotoshop.
2014JimMurtagh 16
Style fontfamily RGBcolor HEXcolor Fontsize Notes
Header
Helvetica
255,255,25
5
#FFFFF 24pt
MastheadText:
Thisisthelogoforourdistrict's
website.
header
Rochester
255,255,25
5
#FFFFFF 24pt
MastheadTextsecondline:
Thisisthelogoforourdistrict's
website.
Module
Helvetica
255,255,25
5
#FFFFFF 24pt
ButtonModuleText:
Background:portionofdistrict's
webpagebackground
1
Helvetica
255,255,25
5
#FFFFFF 60pt
ButtonModuleNumber:
Background:portionofdistrict's
webpagebackground

Portionofbackgroundimagein
headerandbuttons

ColorScheme

FYI:IfoundthisgreattooltodeterminescreencolorsonWindows.Hovermouseoverany
elementonscreenanditreturnscolorvaluesinsmallwindow:
http://www.colorschemer.com/colorpix_info.php

Color RGB HEX# MainPurpose


000 000000 Bodytextbackground
515151 333333 Bodytext
102102102 666666 Heading1
515151 333333 Heading2
51102255 3366ff Emphasistext/TableCaption
2014JimMurtagh 17
085147 005599 NonVisitedlink
085128 005580 Visitedlink
232236239 E8ECEF Studentview:Module
CollapsedBackground
233247255 EEF7FF Studentview:Module
ExpandedBackground
95101106 5F656A Studentview:TopBanner

BackgroundImagefor
homepageheaderandbuttons
fromdistrictwebsite.


2014JimMurtagh 18

DesignPrototype

ThisistheMainscreenstudentsseeaftertheylogintoCanvas.Thebuttonstakeyoutothe
selectedmodule.TheVokiisanintroductiontothecourse.Theheaderandcolorscheme
mirrorsourdistrict'swebsite.


2014JimMurtagh 19
Thisisthemodulesscreenwhereuserscandrillthroughallcontentandactivities.Ihavebeen
workinginmodule3.Therearecontentpages,anassignment,andaquiz.


2014JimMurtagh 20
Thisisascreenshotofalessonpage.

DesignJustification

MydesignoptionsweresomewhatlimitedasIusedtheCanvasLMSandthetemplateisfixed.I
couldoverrideitsstylesonselectedpages,butthatdidnotseemtomakesensesincetheir
designisverypleasingandfunctional.Formyhomepage,Itriedtocarryoverthedesignand
styleofourdistrict'swebsite.Iusedthewebpageheaderasmybannerandthenmadethe
buttonsonthehomepagethatjumptotheindividualmoduleswithpartoftheheaderasthe
background.(thiscarriedovertheschooldistrict'scolorscheme).
Itriedtolimitmyselftojustusingparagraph,heading2,andheading3stylesinmypagesto
keepitsimple.ByusingsomeinlineHTMLformatting,Iwasabletodecreasethespacingafter
theH2andH3elementstomoverelatedelementsclosertogether.MyCanvasteacheraccount
doesnotgiveadministrativerights,orIcouldhaveenabledanoptiontoconnectmyownCSS
pagetocontrolformatting.TheelementsofCARPweretakenintoaccountbytheCanvas
templatedesigner.Myjobwastofigureouthowtousethevariousoptionstocreateasitethat
followedtheirarchitecture(i.e.usingtheirassignmentandquiztypepagesinsteadofjusttyping
2014JimMurtagh 21
mytextonablankpage).
ByapplyingthebuiltinfeaturesoftheCanvasplatform,thecourseflowsnicelyandiseasyto
navigate.IdidpayspecialattentiontomakingsureIusedthesamewordsforsectionheadings
andreferredtocertainaspectslike"user"versus"learner"consistently.Typographyisvery
basic:helveticainafewdifferentsizes.Easytoreadonmostscreensandpartofthetemplate.
Mymost"creative"pageisthehomepage,andItriedseveraldifferentlayoutsbeforechoosing
thefinaldesign.IeventuallychoseabasicthreecolumndesignwiththeVokiincolumn1and
thentwocolumnsforthebuttons.Itjustdidn'tworkwellinmymindwhenIhadtheVokiaboveor
belowthebuttonsasthiselementisonlyreallyofvaluethefirsttimeyouwatchit,andIdidn't
wantittocompetewiththebuttons.IplayedalotwithsizingthebuttonsandtheGmaillogoasI
wantedtolimittheneedforuserstoscrollthepage.Ialsoexperimentedwiththestarbursteffect
onthebuttonsfortheoverviewandresourcesmodules.Ilikedthisoptioninsteadofnumbering6
separatemodules.

4. Formative Evaluation

Process

TheformativereviewwillbeconductedbyelectronicsurveyusingGoogleForms.Reviewerswill
besentanemailcontaining:
Abriefexplanationastowhytheyarebeingaskedtoreviewthecourse
Detailsonhowtoaccesstheonlinecourse(URL&logincodestojoincourse)
Aduedatebywhichthesurveymustbecompleted
Asummaryofthecourseslearningobjectives

Thesurveyconsistsof15questionsandmostanswerswillbescoredona5pointLikertscale.
Therearethreequestionswheretheevaluatorcanaddcommentsandonemultiplecheckbox
question.

Emailthatwillbesenttovolunteers

ThankyouforvolunteeringtoevaluatetheGmail101:GettingStartedwithGmailonlinecourse.
Yourinputisacriticalcomponentinthedevelopmentofthiscourse.Thissurveyisintendedto
gatherfeedbackontheoveralldesignoftheGmail101course,itsnavigationstructure,aswell
astheeffectivenessofthecourseslearningobjectivesbeingmet.Pleaseanswerthesurvey
questionswiththefocusthatyourevaluationwillhelpshapethefinaldesignofthecourse.

Thereare15questionsinthesurveyanditshouldtakelessthan10minutestocomplete.Take
2014JimMurtagh 22
theSurvey.
YoucanaccesstheGmail101coursebyfollowingthislink:
https://canvas.instructure.com/enroll/M9RBE8

Ifyoufeelthatyouwillnotbeabletocompletethesurveyby7/26/14,pleaseemailmesothatI
canselectanothervolunteer.

Asyoucompletethesurvey,pleasekeepinmindthatthegoalofthiscourseistoenableusers
toindependentlyuseGmailforallemailcommunicationasrequiredforemploymentor
classwork.Therearethreemajorobjectives:

1. LearnerscanindependentlyaccesstheirGPSGmailaccountfromworkandathome.
2. LearnerscanuseGmailtoengageinprofessional/academicelectroniccommunication.
3. LearnerscancustomiseGmailfortheirpersonalpreferences.

Thankyouforyourparticipation.Jim

Reviewers

Fourindividualswillreviewthiscoursetoprovidefeedbackontheoveralldesignofthecourse,
thenavigationstructure,aswellastheeffectivenessofthecourseslearningobjectivesbeing
met.Thereviewersare:(notepsuedonameswereusedforconfidentiality,buttheyrepresent
realpeople)

StephanyRemillStephanyisanetworktechnicianatGPSandisproficientwithGmail.Sheis
consideredasubjectmatterexpertforthisevaluationandwillprovidefeedbackontheselection
ofGmailresources.Shewillalsobeabletocommentifthelessonsareappropriatelengths,and
ifthelearningobjectivesaccountforthekeysetofskillsGmailusersrequire.

CindeWindmerCindeisasecretaryintheschooldistrictandisahighvolumeemailuser.She
hasnopriorexperiencewithGmail.ShewillneedtouseeveryGmailfeaturecoveredinthis
courseonaweeklybasistoperformherjob.Cindewillbeprovidefeedbackonallaspectsofthe
coursedesign

ErynMurtaghAGuilfordPublicSchoolsHighSchoolstudentwhowillbeissuedaGmail
accountthisacademicyear(20142015).Shehasconsiderablecomputerexperience,but
limiteduseofGmail.Shewillbeabletoassesstheoveralldesignofthecoursefornavigation
andeaseofuse,aswellasassesstheeffectivenessofthelessons.

PamMercerPamisnotaffiliatedwiththeschooldistrict.SheisanexperiencedGmailuser
andwillbeabletocommentontheeffectivenessofthechosenresources,aswellasthetopics
selectedforeachmodule.Pamunderstandstheintentofthiscourseandcanhelpassess
2014JimMurtagh 23
whetherornotthecoursesatisfiesthedistrictsneeds.

Questions

ThesearethequestionsIplantoaskmyevaluators.
Likertratingscaleisthesameforquestions111
1. Stronglydisagree
2. Disagree
3. Neitheragreenordisagree
4. Agree
5. Stronglyagree

1. Ifoundthesiteeasytonavigate.
2. Thevideosareeffectivetoolstohelpmelearnthemodulestopic.
3. Thevideosareeasytoplayandworkedconsistently.
4. Theamountofmaterialcoveredineachmoduleisappropriate.
5. Thequizzesareusefulandhelpreinforcethemoduleskeyconcepts.
6. Theintroductoryvideosineachmodulemakemefeelasiftheinstructoristeachingto
me.
7. Itiseasytoregisterforandaccessthecourse.
8. Theamountoftimerequiredtocompletethecourseisappropriate.
9. Aftercompletingthecourse,IcannowuseGmailindependentlytoaccomplishmyjobor
schoolwork.
10. Aftercompletingthecourse,IamconfidentthatIcanaccessGmailonmultipledevices.
11. Aftercompletingthecourse,IcancustomizeGmailtomypreferences.
12. Thesitenavigationcanbeimprovedby:____________
13. Iwishthecourseincludedthefollowingtopics:_______________
14. Ifthecoursewasgoingtobemodified,Iwouldsuggest
changing:_____________________
15. Iaccessedthecourseonthefollowingdevices:
a. WindowsComputer
2014JimMurtagh 24
b. MacComputer
c. iPadoriPhone
d. Othersmartphone
e. Othertablet
f. Otherdevice:specify_____________

FormativeEvaluationResults

Question1 Reviewer1 Reviewer


2
Reviewer3 Reviewer4
Ifoundthesiteeasytonavigate.
4 4 5 5
Mean[average]forLikertscalequestions:4.5

Revisionsyouwillmakebasedonthisdata.
Navigation
controlled
byCanvas
template.
No
changes.
Navigation
controlled
byCanvas
template.
No
changes.
None None
Question2 Reviewer1 Reviewer
2
Reviewer3 Reviewer4
Thevideosareeffectivetoolstohelpme
learnthemodulestopic.
5 5 5 5
Mean[average]forLikertscalequestions:5

Revisionsyouwillmakebasedonthisdata.
None None None None
Question3 Reviewer1 Reviewer
2
Reviewer3 Reviewer4
Thevideosareeasytoplayandworked
consistently.
4 3 3 4
Mean[average]forLikertscalequestions:3.5

Revisionsyouwillmakebasedonthisdata.
Investigate
canvas
forumsand
manuals.
Modifyas
necessary.
(see
comments
Investigate
canvas
forumsand
manuals.
Modifyas
necessary.
Investigate
canvas
forumsand
manuals.
Modifyas
necessary.
Investigate
canvas
forumsand
manuals.
Modifyas
necessary.
2014JimMurtagh 25
atendof
section)
Question4 Reviewer1 Reviewer
2
Reviewer3 Reviewer4
Theamountofmaterialcoveredineach
moduleisappropriate.
5 4 5 5
Mean[average]forLikertscalequestions:
4.75

Revisionsyouwillmakebasedonthisdata.
None None None None
Question5 Reviewer1 Reviewer
2
Reviewer3 Reviewer4
Thequizzesareusefulandhelp
reinforcethemoduleskeyconcepts.
5 5 5 5
Mean[average]forLikertscalequestions:5

Revisionsyouwillmakebasedonthisdata.
None None None None
Question6 Reviewer1 Reviewer
2
Reviewer3 Reviewer4
Theintroductoryvideosineachmodule
makemefeelasiftheinstructoris
teachingtome.
5 5 5 5
Mean[average]forLikertscalequestions:5

Revisionsyouwillmakebasedonthisdata.
None None None None
Question7 Reviewer1 Reviewer
2
Reviewer3 Reviewer4
Itiseasytoregisterforandaccessthe
course.
4 5 5 5
Mean[average]forLikertscalequestions:
4.75

Revisionsyouwillmakebasedonthisdata.
None None None None
Question8 Reviewer1 Reviewer
2
Reviewer3 Reviewer4
2014JimMurtagh 26
Theamountoftimerequiredtocomplete
thecourseisappropriate.
4 4 5 5
Mean[average]forLikertscalequestions:4.5

Revisionsyouwillmakebasedonthisdata.
Coursewas
intendedto
takejust
over2
hours.
Confirmwith
evaluators
howlong
coursetook
them.
(see
comments
atendof
section)
Coursewas
intendedto
takejust
over2
hours.
Confirm
with
evaluators
howlong
coursetook
them.(see
comments
atendof
section)
None None
Question9 Reviewer1 Reviewer
2
Reviewer3 Reviewer4
Aftercompletingthecourse,Icannow
useGmailindependentlytoaccomplish
myjoborschoolwork.
5 4 5 5
Mean[average]forLikertscalequestions:
4.75

Revisionsyouwillmakebasedonthisdata.
None None None None
Question10 Reviewer1 Reviewer
2
Reviewer3 Reviewer4
Aftercompletingthecourse,Iam
confidentthatIcanaccessGmailon
multipledevices.
5 5 5 5
Mean[average]forLikertscalequestions:5

Revisionsyouwillmakebasedonthisdata.
None None None None
Question11 Reviewer1 Reviewer
2
Reviewer3 Reviewer4
Aftercompletingthecourse,Ican
customizeGmailtomypreferences.
5 4 4 5
2014JimMurtagh 27
Mean[average]forLikertscalequestions:4.5

Revisionsyouwillmakebasedonthisdata.
None None None None
Question12 Reviewer1 Reviewer
2
Reviewer3 Reviewer4
Thesitenavigationcanbeimprovedby:
Nothing
major.
Making
videoswork
moreeasily
oniPad.
Fullscreen
notvisualized
onipad,
Youtube
videosdon't
connect
immediately
Largerfonts.
Essay

Revisionsyouwillmakebasedonthisdata.
None Investigate
iPadin
Canvas
supportand
forums.
Adjustsite
ifpossible
(see
comments
atendof
section)
Investigate
iPadin
Canvas
supportand
forums.
Adjustsite
ifpossible.
(see
comments
atendof
section)
Fontsseem
appropriate.
Nochange.
Designpart
ofCanvas
template.
Question13 Reviewer1 Reviewer
2
Reviewer3 Reviewer4
Iwishthecourseincludedthefollowing
topics:
Ithas
everythingI
needtodofor
work.
nothing Howtouse
thecalendar
Essay:

Revisionsyouwillmakebasedonthisdata.
None None None Noneatthis
time.Maybe
future
course.
Question14 Reviewer1 Reviewer
2
Reviewer3 Reviewer4
Ifthecoursewasgoingtobemodified,I
wouldsuggestchanging:
Nothing. Justthe
videos.
Addmore
moduleslike
forthe
calendarand
GoogleDrive
2014JimMurtagh 28
Essay

Revisionsyouwillmakebasedonthisdata.
None Examine
playback.
Contact
canvas
support
(see
comments
atendof
section)
None Noneatthis
time.Maybe
future
course.
Question15 Reviewer1 Reviewer
2
Reviewer3 Reviewer4
Iaccessedthecourseonthefollowing
devices:
Windows
Computer
iPador
iPhone
iPador
iPhone
Windows
Computer
Checkboxes(multipleanswers)

Revisionsyouwillmakebasedonthisdata.
None Conduct
testingon
iPad(see
comments
atendof
section)
None None

ChangesBasedonFormativeReviewFeedback
ThemajorityoffeedbackfortheGmailcourseispositiveandrequiresnochangestothecourse.
Anyitemswhichscoreda5areconsideredcomplete.Itemswithlowerscoreswereinvestigated
toseehowthecoursecouldbeimproved.Severalitemswerereportedbyusersregarding
displayissueswiththeCanvascourseoniPads.FrommyresearchontheCanvassupport
forums,itappearsthatthisisaknownproblemwithembeddingYouTubecontentonIOS
devices.Theuserseesathumbnailofthevideoaswellasahyperlinktothevideo.Byclicking
onthevideo,playbackisinconsistent.Clickingonthehyperlinkworksfine.Iwilladdanitemto
theFrequentlyAskedQuestionstoaddressthisissue.

iPadusersalsoreportedthatimagesforthebuttonsonthehomepagegetcutoffbecausethe
Canvasapplicationaddsarightsidenavigationbarwhichcantberesizedoreliminated.Tohelp
withthisissue,Iresizedthebuttonsfrom270pxwideto190pxwideandthenreorganizedthe
layoutofthehomepagetoapplyCARP.

Onereviewermadeacommentaboutthelengthofthecourse.Itwasverifiedthatthecourse
tooktheappropriateamountoftime,buttheuserjustwantedanoverallshorterexperience.No
changeswillbemade.

Someusersgavefeedbackregardingfontsizesandotherdisplayelements.SincetheCanvas
templatedoesnoteasilypermitsitewideCSSchanges,nomodificationstodisplayelements
2014JimMurtagh 29
willbemade.

Basedonuserfeedback,andmyownfrustrationswithmodifyingtheCanvastemplate,Iwould
notrecommendusingCanvasforthistypeofcourseinthefuture.Moodlecanprovideallthe
requiredfunctionalityforthecourse,aswellaspermittingsitewidecontrolofthelayout.Moodle
alsohasmuchbettersupportforembeddedcontentandIOSdisplay.

5. Summative Evaluation

Formysummativereview,Iwillengagetheservicesofmypeers.Iworkoutoftwolocationsin
ourdistrict.Inonelocation,therearefourexecutivesecretarialpositions.Alloftheseuserswill
behighvolumeGmailusers.Intheotherlocation,therearetwohighlycomputerproficient
technicalsupportstaffemployees,whoseroleitistosupportstaffandstudentswithcomputer
issues.DuringtheGmailtransition,thesestaffmemberswillbepartofthefrontlineofsupport
forGmail.

Mysummativeplanistopersonallyevaluatethefoursecretarialpositions.SinceIaminclose
proximitytotheseusers,Iwillbeabletomonitortheirprogressthroughthecourse,aswellas
theiruseofGmail.Basedupontheirsuccess(orfailure),Ishouldbeabletodeterminewherethe
courseisworkingandwheremodificationsmightneedtobemade.Iwillbetheprimarytechnical
supportresourcefortheseusers,soIwillbeexposedtoallaspectsoftheirGmailuse
(especiallyforpotentialnewtopicsthatcouldbeincludedinrevisedversionsofthecourse).

Thesupporttechnicianswilllogincidentsinourdistricthelpdeskticketingsystem.Byrunning
reports,IwillbeabletoseethefrequencyandnatureofstudentandfacultyproblemswithGmail.
Basedupontheneed,Icanmodifythecoursebyprovidingadditionalresourcesorclarifying
existingmaterial,orIcanpreparetechnicalsupportbulletinsthatourdistricttechnicianscan
access,anddistributetoendusersifnecessary.SinceIsitnexttotheseemployees,Iwillhear
theirphonesupportconversations,andwillbeabletoaskclarifyingquestionsasopportunities
arise.

IalsointendtoconductashortsurveyinOctoberforfacultyandstudentsabouttheirtransition
experienceandtheiruseofGmail.Thesurveywillincludequestionsregardingtheonlinecourse
andtheentireGmailprocess.Ifthiscourseiswellreceived,andifthedatashowsthatitwas
helpfulinmakingasmoothtransition,ImighttrytoreplicatetheprocessforadditionalGoogle
functionalitysuchasthecalendarandDrivefunctions(whichwererequestedduringthe
formativeevaluation).Thiswillbeincludedasasurveyquestion

Thereisconstantchangetoemployeestaffingandstudentenrollmentwithintheschoolsystem.
InadditiontobeingavaluableaidinthewidescalemigrationprocesstakingplaceinSeptember,
IenvisionthatthiscoursecouldbecomethedistrictsdefactotrainingfornewGmailusers.
2014JimMurtagh 30