Learning Task Analysis

Short Description of my ID project:
 After three hours of classroom instruction, ninth and tenth grade English Literature students will be introduced to Google Docs presentation and collaboration tools to use for their group presentation on a poet.

Learning goal: After three hours of classroom instruction, ninth and tenth grade English Literature students will be able to create, publish, and present a
multimedia Google Docs presentation on an assigned poet.

Type of learning: This goal falls under Robert M. Gagné’s description of “intellectual skills” because the students will learn procedural knowledge and then apply that knowledge to a new experience not encountered during instruction (Smith & Ragan, 2005, p. 80). At the end of instruction, students will know how to do something they didn’t know before, in this case create, publish, and present an online presentation using Google Docs presentation. While the instructor may show examples and instructions during class, each student will need to synthesize that information and create his or her own presentation. No two presentations will be alike, either in design or content.

Learning objectives:

1.  Students can…

  • identify three common attributes of electronic presentations
  • discuss three benefits of using electronic presentations in the classroom

2.  Students can…

  • summarize what Google Docs is
  • identify three types of files that can be created or uploaded to Google Docs
  • recognize two benefits of online collaboration
  • create an acceptable Google username and password
  • successfully login to Google Docs in the browser of their choice

3.  Once logged into Google Docs, students can…

  • create a new presentation
  • assign the presentation a title
  • select a theme from a list of theme choices
  • share the presentation with their partner
  • check the list of documents on their Google Docs home page and make sure the new presentation is listed

4.  Within the presentation and in collaboration with their partner, students can…

  • create new slides inthe following formats: title, title and body, title and two columns, title only, caption, and blank
  • add hyperlinks that work
  • add a timeline of their poet’s life
  • add sample poems from their poet
  • attach handout for class

5.  Students can select appropriate images for their presentation that…

  • are properly attributed
  • include at least one Google stock photo
  • include at least one photo from Flickr with Creative Commons license

6.  For each slide, students can…

  • add transitions between slides
  • add one object animation
  • write speaker notes for use during presentation

7.  In keeping with good design principles discussed in class, for each completed slide students will…

  • evaluate whether good design principles are met
  • determine if appropriate font size is used
  • examine text, background colors, and overall readability
  • distinguish if layout and overall design is professional
  • explain why they chose the graphics and layout they did

8.  Students can successfully…

  • start the presentation
  • advance to the next and previous slides using arrow keys, space bar, and remote

9.  Students can…

  • save their presentation in the class shared folder within Google Docs
  • differentiate between sharing options of public, private, and anyone with the link

10.  With their partner, students will present their Google Docs presentation in front of the class using good verbal presentation guidelines discussed in class

Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). Wiley.

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