Working Well with Teams: Using Microsoft Teams to Enhance Student Learning

Jai Brown, Mariana Gusmao, Jamila McDaniel, Karen Sichler, Leslie Wingard

Department of Learning Technologies, Georgia State University

LT 7100: Design of Performance and Instructional Systems

Dr. Mike Law

September 8, 2020
Group Project Microsoft TEAMS
Name
Project Goal Be able to effectively use the Microsoft Teams platform as a
technological tool for instruction.
Learning Product Microsoft Teams is a collaboration and communications platform.
General Initially released in 2017, Teams is a part of the Microsoft 365 suite. The
Description platform offers a variety of services that can be utilized for effective
instructional delivery. Some features available to users include video
meeting, private/group chat, application integration (the ability to
integrate other Microsoft programs), file/space storage, and links
integrations. Teams is ideal for instructional content delivery due to its
user-friendly simplicity. Upon on opening the Teams applications,
participates are directed to the main hub. Within this hub, users can click
and access any Teams group which they have been added. Once entering
the group, they are to view tailored content, interact with other members
(collaboration channel), view and create important announcement, access
important flies, complete assignments, and so much more. Teams is the
perfect platform for both business and educational purposes, it allows for
all to connect and create new ways.
Assessment In order to evaluate what skills learners have acquired from the program,
strategy they will be required to create a lesson plan which demonstrates the tools
and techniques they learned as part of training system. The learners will
be able to create the lesson using content from their home disciplines but
they must use the technology and strategies shared in the learning product.
The learners will able to select from several different lesson types such as
a traditional lecture, interactive quizzing/review session, and group
discussion. The lesson type will be determined by the faculty/discipline
needs.
The lesson will then be evaluated based on the following criteria:
• Organization of the lesson
• Number of features used in the lesson
• Appropriateness of selected feature(s) for the intended lesson
• Clarity of the lesson
• Objective correlation with format
• Potential for student engagement
Learner Georgia State University
description
Instructional Microsoft official instructional method used to facilitate learning is the
methods Microsoft Team Demo. Catered to both desktop and mobile, Microsoft
Teams Demo is a tour designed for user get an overview and how to use
the application in approximately 5 minutes with step by step actions for
you to participate.
Microsoft also have channels on YouTube, that thoroughly show you step
by step actions for every topic or content displayed in Microsoft Teams.
 https://teamsdemo.office.com/index.html#/

Implementation To develop the Implementation Strategy for this project, we've considered
strategy three important aspects:
1. The learners' needs and characteristics: Georgia State
University's new and experienced teachers and instructors are the
learners in this project. They need to effectively use digital tools to
plan and deliver classes because of the COVID-19 pandemic and
because the domain of the use of such tools allows them to
broaden their collaborative work. Circumstances such as bad
weather, epidemics, or even another pandemic can also happen. In
all these cases, GSU teachers and instructors would be prepared to
switch from face-to-face to online classes quickly. Some of them
have previous experience with the Microsoft Teams platform and
use it in their routine. However, others don't have experience
preparing or delivering content for e-learning neither with
Microsoft Teams nor any other platform.
2. Intended learning outcomes and the context in which the new
knowledge will be applied: This project's intended learning
outcome is to build a total familiarity with Microsoft Teams. E-
learning has some obstacles, such as a lack of confidence in the
use of the platform, and we believe that technological tools should
be part of the learning process as a positive input and not the
contrary. The context in which the new knowledge will be applied
is the academic context so that some scenarios can exist (1) all
online classes, (2) hybrid learning, or (3) all face-to-face courses.
In all considered scenarios, the familiarity with technological tools
is beneficial, since Microsoft Teams allows teachers and
instructors to design and deliver their classes and perform
collaborative work with either colleagues or students.
3. The context in which the learning will occur and/or the
instruction will be delivered: the delivery will take place online,
and it will be this way for two reasons. First, the current scenario
of a pandemic prevents us from doing otherwise. Second, the
online environment allows flexibility for new hires or even hired
GSU professors and instructors to access the content during or
after work hours.
Project Assumptions: For the purposes of this project, we are assuming all
Assumptions, members of the target training audience will have access to the
Dependencies, Microsoft Teams software, hardware in the form of a computer or
Risks smartphone, access to university single sign-on, and access to
technological support for the Microsoft Teams platform.
Dependencies: Success of this learning project are dependent upon
operational university systems such as single sign-on and Canvas, and
the Microsoft Office suite.
Risks: An identified risk is the potential for all systems to be 'down' on
the planned training date. This could be due to a system outage, or a
planned system maintenance.
Project Group ROLES RESPONSIBILITIES
Roles &
Responsibilities
Karen Sichler Develop “Assessment strategy”
Leslie Wingard Develop “Project Assumptions, Dependencies, Risks”
Jai Brown Develop “Instructional methods”
Jamila McDaniel Develop “Learning Product General Description”
Mariana Gusmao Develop “Implementation strategy”
 1

Working Well with Teams: Using Microsoft Teams to Enhance Student Learning

Instructional Analysis Document

Jai Brown, Mariana Gusmao, Jamila McDaniel,Gail Robinson, Karen Sichler, Leslie Wingard

Department of Learning Technologies, Georgia State University

LT 7100: Design of Performance and Instructional Systems

Dr. Mike Law

September 25, 2020

 2

OVERVIEW

The following document will analyze the goals, learners, performance context, learning

environment, and tasks associated with the Microsoft Teams instructional project.

GOAL STATEMENT

Our goal is be able to effectively teach how to use the Microsoft Teams platform as a

technological tool for instruction. Through our Microsoft Teams e-training, users will be able to

fully take advantage of the chat-based collaboration platform, complete with document

sharing, online meetings, and many more functions for business instruction.

LEARNER ANALYSIS

Georgia State University's new and experienced teachers and instructors are the learners

in this project. They need to effectively use digital tools to plan and deliver classes because of

the COVID-19 pandemic, and because the domain of the use of such tools allows them to

broaden their collaborative work. Circumstances such as bad weather, epidemics, or even

another pandemic can also happen. In all these cases, GSU teachers and instructors will be

prepared to quickly switch from face-to-face to online classes. Some of the learners have

previous experience with the Microsoft Teams platform and use it in their routine. However,

others don't have experience preparing or delivering content for e-learning with Microsoft Teams

nor any other platform.

 3

Before engaging with Microsoft Teams, users should possess some entry-level computer

competency skills and have specific content knowledge. Because Microsoft Teams is a part of

the Microsoft 365 suite, learners should have experience working with other Microsoft platforms

(such as Word, Excel, or PowerPoint). The ability to effectively navigate other Microsoft

systems is essential and paramount when implementing classroom instruction through Teams.

The Teams' workspace permits users to sync, transfer, and integrate resources created within

other Microsoft programs. To be able to operate these additional resources in advance will

ensure more productivity when using Teams. Examples are saving, uploading, and converting

documents, locating files, inserting resources, and embedding links.

The ideal user for Microsoft Teams would be receptive and open to collaboration

experiences. Teams aims to keep users connected while working remotely. By using this

modality, users can chat, meet, call, learn, and collaborate in one place. To be successful in this

training course, users should be interested in learning how to operate and maneuver a platform

that may be unfamiliar to them. Ideally, users should be willing to apply time outside of course

training to practice skills taught and familiarize themselves with the different logistical tools

available. By the end of the program, learners should be confident in implementing and using the

different apparatus they have been taught as part of their instructional methodology.

PERFORMANCE CONTEXT ANALYSIS

TERMINAL OBJECTIVE:

Create a virtual lesson using Teams, based on a class previously given face-to-face.
 4

ENTRY SKILL:

Familiarity with Office 365, Microsoft Office, and iCollege

In 2020, educators have been presented with unique challenges due to Covid-19 such as

having to transition to e-learning with little opportunity to plan or reorganize their courses to be

more internet-friendly. Existing issues for e-learning like lack of confidence and comfort with

the platform, learner fatigue, and creating community in an online setting were magnified and

added to by the need to go virtual to protect the health and well-being of students, staff, and

faculty. The aforementioned dramatic shift highlighted the reality that course creation and

planning for the web was decidedly different than face-to-face content.

To help faculty create more inclusive and responsive educational settings for students,

this project will instruct faculty on how to employ Microsoft Teams in their courses. The

instruction will be presented in Microsoft Teams in order to provide learners more opportunities

to explore the platform and experience it from both the student and instructor perspectives. This

project's intended learning outcome is to build a total familiarity with Microsoft Teams. We

believe that technological tools should be part of the learning process as a positive input and not

the contrary. The context in which the new knowledge will be applied is the academic context:

(1) all online classes

(2) hybrid learning,

(3) all face-to-face courses.

 5

In all considered scenarios, Microsoft Teams allows teachers and instructors to design

and deliver their classes and perform collaborative work with either colleagues or students.

ASSESSMENT:

In order to evaluate what skills learners have acquired from the program, they will be

required to create a lesson plan which demonstrates the tools and techniques they learned as part

of the training system. The learners will be able to create the lesson using content from their

home disciplines but they must use the technology and strategies shared in the learning product.

The learners will be able to select from several different lesson types such as a traditional lecture,

interactive quizzing/review session, and group discussion. The lesson type will be determined by

the faculty/discipline needs.

The lesson will then be evaluated based on the following criteria:

· Organization of the lesson

· Number of features used in the lesson

· Appropriateness of selected feature(s) for the intended lesson

· Clarity of the lesson

· Objective correlation with format

· Potential for student engagement

Informational Categories Performance/Learner Site Characteristics

Organizational Support Trainers will be available to learners throughout the

training period. After the initial training period, the
Center for Excellence in Teaching and Learning
(CETL) will be available for follow-up questions
 6

and updates.

Physical Aspects of Site The training will be held virtually; therefore, the
physical aspects will be decided by the learners
themselves. In addition, all faculty have access to
the necessary software and laptops.

Social Aspects of Site Learners will have multiple opportunities to ask

questions of the trainers. In the synchronous
sessions, learners will be able to give their co-
learners feedback on their lesson design which will
be very helpful as training sessions will consist of
learners from different disciplines.

Relevance of Skills to As these skills can be used in fully online, hybrid,

Workplace and face-to-face classes, adding this tool to their
toolbox is directly relevant to the daily tasks as
faculty.

LEARNING ENVIRONMENT CONTEXT

Learning environment context must be developed based upon a platform of quality

products in alignment with the program goals. Microsoft Teams has been selected to provide a

combination of support for online, face to face, and hybrid instruction. This learning

environment will provide opportunities for future training scenarios such as mentoring and

faculty training as well. Resources which will be made available by the faculty, staff and

instructors will be incorporated into the platform for learners for enhanced educational

experience. Technical support will be provided to assist both instructor and students in the

transition to an enhanced educational model.

Accessibility appears to be the greatest benefit of virtual education, however, strategies

must be in place in order to provide for effective outcomes. Timing for sessions must be

reviewed as they relate to the needs of the learners in the area for the institution. As virtual

education and training arenas expand, times for sessions and access to communicate with
 7

instructors should be organized to facilitate smooth communication. Some students will also

have expanded needs as the virtual delivery changes as well. During the development phase of

the project, the accommodations for students with special needs should be considered. It would

be prudent to consider the possibility for the language interpretation process of a course if

considered for a future project.

TASK ANALYSIS

The chart below, a valuable visual tool used to communicate with clients, SMEs, and

colleagues, results from the conduction of task analysis. It outlines the relationship among (1)

Entry Skills (prerequisites skills), (2) Subordinate Skills (skills learners should already know), as

well as (3) the steps required to achieve the learning goal.

8
 1

Working Well with Teams: Using Microsoft Teams to Enhance Student Learning

Detailed Design Document

Jai Brown, Mariana Gusmao, Jamila McDaniel, Gail Robinson, Karen Sichler, Leslie Wingard

Department of Learning Technologies, Georgia State University

LT 7100: Design of Performance and Instructional Systems

Dr. Mike Law

October 13, 2020

 2

OVERVIEW

The Center for Excellence in Teaching & Learning (CETL) is hosting a series of self-

paced modules to assist in the ongoing professional development of Georgia State's instructional

staff, as they adopt new instructional strategies designed to accommodate the various changes

associated with the Covid-19 pandemic. The instructional design team has been tasked with

developing the Microsoft Teams module. The following design document will outline the goals,

audience, learning objectives, task analysis, and assessment strategies associated with the “How

to Create a Meeting on Teams” Module. In this particular module, learners will be instructed on

creating a Group in Office 365 and setting up a meeting for their group in Teams.

GOAL STATEMENT

Instructional Goal: At the end of this course, learners will be able to successfully employ

Microsoft Teams as a learning platform for online and hybrid instruction.

Business Impact: This course will provide learners with more in-depth knowledge of resources

already available on campus, therefore, it will not require the allocation of additional funds to

procure new software for the university. In addition, this software is also used frequently in

business settings, thereby providing students who receive instruction via Teams real-world

experience with an industry resource.

 3

TARGET AUDIENCE ANALYSIS

Prior knowledge and skills Before engaging with Microsoft Teams, users should possess
some entry-level computer competency skills and have specific
content knowledge. Because Microsoft Teams is a part of the
Microsoft 365 suite, learners should have experience working
with other Microsoft platforms (such as Word, Excel, or
PowerPoint). The ability to effectively navigate other Microsoft
systems is essential and paramount when implementing
classroom instruction through Teams. The Teams' workspace
permits users to sync, transfer, and integrate resources created
within other Microsoft programs. To be able to operate these
additional resources in advance will ensure more productivity
when using Teams. Examples are saving, uploading, and
converting documents, locating files, inserting resources, and
embedding links. Besides, all of the participants will have had
experience as an instructor of record of a course.
Motivation and attitudes Georgia State University's new and experienced teachers and
instructors are the learners in this project. They need to
effectively use digital tools to plan and deliver classes because of
the COVID-19 pandemic, and because the domain of the use of
such tools allows them to broaden their collaborative work.
Circumstances such as bad weather, epidemics, or even another
pandemic can also happen. In all these cases, GSU teachers and
instructors will be prepared to quickly switch from face-to-face to
online classes. Some of the learners have previous experience
with the Microsoft Teams platform and use it in their routine.
However, others don't have experience preparing or delivering
content for e-learning with Microsoft Teams nor any other
platform.
 4

Learning Conditions As the training is self-paced and online, the learners themselves
get to select when and where the instruction takes place.
Locus of control Learners have some control over this learning experience.
Instruction is not explicitly required as part of satisfactory
performance of their job; however, it is highly encouraged due to
the needs of students and the pandemic.

LEARNING OBJECTIVES

Terminal Objective:

The Instructional Design team will focus on a particular module of the Microsoft Teams

project, which is “How to Create a Meeting in Teams.” At the end of this module, learners will

set up and invite students to synchronous meetings in Teams.

Subordinate Objectives:

1) Explain to the learners the purpose of using a synchronous meeting in Teams.

2) Learners will be able to create a team in Office 365.

3) Learners will create a synchronous meeting in both the web Teams’ web-based and

stand-alone application.

TASK ANALYSIS

1. Log in to GSU Office 365 email (faculty/staff email)

2. Go to the bottom of the left-hand menu to the “Group” section

2.1 Select new group

2.1.1 Type in group name in the space provided

2.1.2 Provide a description of your group (optional)

2.1.3 Settings
 5

2.1.3.1 Privacy – Select “Private – Only approved members can see what’s inside”

2.1.3.2 Check box for “Members will receive all group conversations and events in

their inboxes. They can stop following the group later if they want to.”

2.1.4 Click “Create”

2.1.5 On the “Add Members” line, type in the name or email address of the individual

you wish to include in the group

3. In the top left-hand corner, click on the icon with the nine dots in a square

3.1 Select Teams – You may select either means of access

3.1.1 Web-based Teams Application

3.1.2 Stand-alone Downloaded Teams Application

4. Select “Calendar” from the menu on the left-hand side of the application

4.1 Double click on a specific day and time you wish to schedule your meeting

4.2 Add a title

4.3 Add attendees by using the group email list created when you formed your group

4.4 Verify date and time

4.5 In the “Add Channel” box, type in the name of the group you formed

4.6 Click on “Save”

INSTRUCTIONAL SEQUENCING AND CONTENT MAP

Learners will learn how to successfully set up a synchronous meeting in teams following

a linear sequence of steps, as illustrated by the Instructional Sequencing and Content Map

provided below.
 6

Entry-level skills for this training will include the following prerequisites:
1. Learners must have had experience as an instructor of record of a course.
2. Learners must use GSU office 365.
3. Learners must log in to office 365.
 7

E-LEARNING METHOD

The E-Learning method is to immerse the learner with both the instructional content and

practical experience by hosting the modules on the Teams platform. Learners will log in through

the Teams platform, view and interact with instructional content.

ASSESSMENT

Self-assessment modules and checklists will be distributed to all training participants

after signing up for the course. Learners will use the self-assessment modules and checklists to

practice their skills with another class member.

Self-Assessment Scoring: Check-list Evaluation

Did all or most invitees attend your meeting? 10/10 points

Did your students have access to the 10/10 points

classroom page?

Did your meeting begin and end on time? 10/10 points

Were member(s) added and joined to your 10/10 points

ongoing meeting?

Was your meeting held in the right place at 10/10 points

the time?

Were you able to set up a recurring calendar 10/10 points

invite to established students?

 1

Working Well with Teams: Using Microsoft Teams to Enhance Student Learning

Instructional Prototype

Jai Brown, Mariana Gusmao, Jamila McDaniel, Gail Robinson, Karen Sichler, Leslie Wingard

Department of Learning Technologies, Georgia State University

LT 7100: Design of Performance and Instructional Systems

Dr. Mike Law

November 10, 2020

 2

MEDIA STRATEGY

What is PowerPoint?

“Microsoft PowerPoint is a software application that is particularly used to present data

and information by using text, diagrams with animation, images, and transitional effects in the

form of slides. It helps people to better understand the idea or topic in front of the audience

practically and easily.” (Daily Life – Keith Hearn)

How PowerPoint can support Microsoft Teams?

Teachers can use PowerPoint to break down Microsoft Teams into subjects lessons. With

PowerPoint you can create or delegate tasks. And in each slide, they can highlight, mention, and

teach important points that are essential to cover on that topic.

PowerPoint also helps create a plan or structure related to the business or organization or

in our case Microsoft Teams. In the case of the training team, you create and showcase the

methods with the help of diagrams, images, and circles. PowerPoint also provides the facility of

exceptional animation effects so you don’t have to buy special animation software.

Main Points:

• PowerPoint gives control of what is being presented

• PowerPoint help to engage audiences

• PowerPoint helps with organization and structure

• PowerPoint can be easily shared

 3

DESCRIPTION OF GUIDED PRACTICE AND FEEDBACK

The guided practice consists of a self-paced exercise. The learner is directed to complete

the following:

"Now that you have gone through these steps to create a meeting in Teams, your

assignment will consist of setting up a Team's meeting by yourself for January 1st, 2021, at 1

pm. Please make sure you invite three different people, provide them a link for the meeting, and

include a brief description with the reasons for and goals of the meeting.”

The learner is able to self-grade their performance in the exercise using the rubric

provided.

Excellent Satisfactory Unsatisfactory

Inviting All three (3) required Only two (2) of the Only one (1) of the
attendees attendees have been required attendees required attendees have
invited have been invited been invited or you
have not invited the
designated individuals
Time/Date The correct date and The correct date OR Neither the correct date
time have been the correct time has or time has been
scheduled for the been scheduled for the scheduled for meeting
meeting meeting
Online Meeting The link to an online A link to an online No link to an online
teams meeting has meeting (but not meeting has been
been included in the teams) has been provided
invite included in the invite
Description A full description of Minimal details have No description for the
the reasons for and been provided about meeting has been
goals of the meeting the reasons for/goals provided
has been provided of the meeting

Citation
https://finepoint-design.com/top-5-uses-powerpoint
How to Create
Meetings in
Microsoft
Teams
GEORGIA STATE UNIVERSITY
LT 7100
FALL 2020
GROUP 6
Course Outline

Module 1 Intro to Microsoft Teams

Module 2 Customize Your Teams
Module 3 Collaborate in Teams
Module 4 Working With Posts & Messages
Module 5 Upload & Find Files
Module 6 Start Chats & Calls
Module 7* How to Create Meetings in Teams
Module 8 Setting Up & Attending Live Events
Module 9 Explore Apps & Tools
Module 10 Teams Mobile
Purpose of This Module

• Introduce meeting management in Teams

• Learn the value of synchronous meetings in Teams
• Learn how to set up and manage a meeting
Module 7 Outline

Sub-module 1 What are meetings in Teams?

Sub-module 2 How are meetings used in Teams?

Sub-module 3 How can I use meetings to teach in Teams?

Sub-module 4 How to set up a meeting in Teams

Sub-module 5 Assessment & Guided Practice

 Microsoft Teams is a business
communication platform
developed by Microsoft, as
part of the Microsoft
365 family of products. The
service most similar to Teams
What are meetings is Slack.

in Teams?
 Meetings in Teams are used
for one-on-one and group
meetings, and instructor-led
courses. Georgia State will
utilize Teams for all three
functions.
How are meetings
used in Teams?
 There are a variety of ways to
teach using Microsoft Teams!
You can host an instructor-
led virtual session, share your
screen and show videos
How can I use during a lecture, or give
meetings to teach students the opportunity to
share their screens and
in Teams? contribute to the lesson. You
can also use meetings to
schedule office hours for your
students. Creativity is the limit
when using Microsoft Teams
for meetings!
 Setting up meetings in Teams
is easy. First, let’s watch this
simple tutorial, then we’ll go
through step-by-step.

How do I set up a
meeting in Teams?
First, open the Teams in the
app or on desktop.
Next, click on the calendar
icon on the left-hand side of
the screen.
Now, click New Meeting in
the upper right-hand side of
the screen.
Fill out all pertinent
information including title,
attendees, date, start and
stop time, location (not
applicable if virtual setting),
and any descriptors that
would be helpful for
attendees to know.
Once you’re done, click
‘Save.’ Clicking save will send
your invitation.
This is how the invitation will
appear in the recipient’s
inbox. They have the option
to RSVP directly from the
email, and join the meeting
from the email as well. They
can also add it to their own
calendars at this step.
 Now that you have gone through these
steps to create a meeting in Teams, your
guided practice will consist of setting up a
Teams meeting by yourself!

• Set the meeting for January 1st, 2021, at

1 pm.

• Make sure you invite three different

Guided Practice people

• Provide invitees a link for the meeting,

and include a brief description with the
reasons for and goals of the meeting

• Send your invitation to your invitees

Click Image For Assessment
Congratulations!
You now know
how to create a
meeting in
Microsoft Teams!
Learning Technologies Division

Formative Evaluation Plan Template

LT 7100 – Fall, 2020

Introduction
The task of this design product was to provide in-depth training on various
aspects of Microsoft teams to new and established faculty members at
Georgia State University. The team was directed to undertake this project
due to the limitations placed on in-person instruction because of COVID-19
worldwide pandemic. Due to the nature of the virus and the ways in which
it is transmitted, institutes of education around the world have had to
restructure the means of instruction. Through the use of tools such as
Microsoft teams, educators can work to bridge the gap that has been
created by a lack of face-to-face class time.
Microsoft teams provides a suite of options to support educational
instruction. For example, Microsoft teams allows for the integration of
third-party tools and Microsoft 365, the creation of channels, file sharing,
meetings, and settings to support accessibility.
Background & The creation of a Microsoft teams meeting is the focus of this particular
Context module and evaluation. In this particular module, learners are instructed
step-by-step to create a teams meeting and invite attendees. This module
is self-driven and does not require the intervention or oversight of an
instructor. To evaluate the efficacy of both the information presented in
the module and method of instruction (i.e. self-driven), we will survey all
learners who have taken part in the module. The instrument will be a
survey-based questionnaire that will test the learner’s knowledge.
Evaluation 1 Microsoft Teams was initially designed to be what type of platform?
Questions (Single choice) (1 point)
a) eLearning platform for teachers
b) Business communication
c) Massive Open Online Course
d) Consulting Platform
2 Respond to the following: What are a few ways Teams can be
integrated and used for instructional purposes? Required to answer.
Multi Line Text. (1 point)
3 Upon entering the Microsoft 365 suite, what application must be
accessed first in order to initiate a meeting in Teams? Required to
answer. (Single choice) (1 point)
a) Power Point
b) OneNote
c) Forms
d) Teams
GROUP 6 1
 4 Once in Teams, which icon allows the user the ability to create new and
recurring meetings with attendee? Required to answer. (Single choice)
(1 point)
a) The calendar icon
b) Assignment icon
c) Files icon
d) Application icon
5 Once meeting details have been finalized and saved, where can
recipients locate and RSVP meeting invites? Required to answer. Single
choice. (1 point)
a) Within the group teams page
b) Personal Inbox
c) Private Chat Message
d) Within Activity Log
Methods The method of evaluation is a multi-question survey which will be
distributed virtually to all learners once they have completed the module.
By testing the learner’s retention of the basic information about the
platform, the evaluation will highlight what information has been
successfully transmitted to the learners.
Sample Link to the questionnaire:
Instrumentation
https://meet.google.com/linkredirect?authuser=0&dest=https%3A%2F%2F
forms.office.com%2FPages%2FResponsePage.aspx%3Fid%3DkaZ4T4V1C0K
ABZ4G9_mTF8XGGZ0nO3VLplOVl0s3JklUOEQwQksyRk5ZWkU0V0hCUUZSR
kxMNU9FQS4u
Limitations Due to the nature of a survey instrument, the types of answers are limited
to what has been already created by survey writer. Therefore, different
perspectives outside of the purview of the survey writer will not be able to
be represented in the data collection.

Multiple choice questions do not reflect a learner’s ability to apply the

concepts that they have been introduced to in the module. This type of
assessment only evaluates at the first level of Bloom’s taxonomy.

Because the multiple-choice question survey will be issued asynchronously

online with minimal feedback, students will not receive in-depth feedback
from the instructor/professor in order to improve their performance.

GROUP 6 2
Analysis Regarding the learners:
The learners are considered proficient in the required skills and knowledge
if they earn at least 60% (3 /5) on the questionnaire. Once the learner has
achieved the necessary score, they will be able to proceed to the next
module to learn the subsequent skill(s). However, if the learner does not
achieve the required score, they cannot proceed. To assist the learner,
additional learning materials, such as videos demonstrating the necessary
skills and knowledge, will be provided to help them grasp the content.
Once they have reviewed the additional learning materials, then they will
be re-evaluated with a new set of questions.
Regarding the instrument:
Using the same data (scores of the learners), the project team can analyze
if there are issues with one or more aspects of the instruction and/or the
instrument. If a sizeable percentage of students score below the required
3/5 or 60% on the questionnaire, it may indicate the presence of learner
miscommunication or misunderstanding, an issue with the materials
created for the instruction, the organization of the module(s) or the
learning outcomes.
Results The platform that holds multiple-choice questions (Forms) gives the
participants automatic results while also synthesizing responses from the
other students. Those results are then converted into a pie graph that
displays what questions were answered correctly and incorrectly. The pie
graph also breaks down how many students selected each choice. By
analyzing these graphs and the data presented, instructional designers will
have insights into how successful the training modules were.
Recommendations The instruction project team understands that if the majority of the
learners fail over half of the modules (over 5 modules), it may indicate that
either the content, the means of delivery, or a combination of the two
elements was not effective. In that case, perhaps the instruction project
team will have to reconsidered and make some changes such as convert
the full asynchronous module into a half synchronous and half
asynchronous, or making it a course instead.

Those results can also show that the final learner assessment does not
reflect what the learners can demonstrate. So, a new type of assessment
can be given, mock classes and practice apply to skills (like setting up a
meeting on teams) within those mock classes.

Lastly, those results can also show that the content needs to be
restructured. So, the instruction project team might schedule meetings
with SMEs to accomplish a new way to teach the content (“How to set up a
Teams meeting”).

GROUP 6 3
Learning Technologies Division

Implementation Plan Template

LT 7100 – Fall, 2020

Georgia State University Microsoft TEAMS Implementation Plan

Jai Brown, Mariana Gusmao, Jamila McDaniel, Gail Robinson, Karen Sichler, Leslie Wingard

Department of Learning Technologies, Georgia State University

LT 7100: Design of Performance and Instructional Systems

Dr. Mike Law

December 6, 2020

GROUP 6 1
 “In 2020, educators have been presented with unique
Introduction
challenges due to Covid-19 such as having to transition to e-
learning with little opportunity to plan or reorganize their
courses to be more internet-friendly.” This statement sums up
the purpose of our project at Georgia State University which is
to provide experience with Microsoft TEAMs with the faculty
to the degree that they can use it with confidence. The
unexpected onset of the pandemic requires distance learning
from us all, regardless of our individual level of technical skill.
In order to accommodate this skill discrepancy, instructional
assessment and self-accessible training will help the faculty feel
more responsive to this new educational setting. As for current
students, this TEAMs platform offers many benefits in
organization by collaborating with your instructor and class
coordination. This project's intended learning outcome is to
build a total familiarity with Microsoft Teams which will
provide reciprocal benefits. The TEAMs tools will be of great
benefit to the post graduate GSU students.
Georgia State University's new and experienced faculty are
Stakeholders/Groups
the learners in this project. The use of Microsoft TEAMS will
allow the faculty to effectively use digital tools to plan and
deliver classes during the COVID-19 pandemic.
Technology support personnel will be involved to provide
support and information to facilitate transition to TEAMS
platform scheduling.
Students in classes are stakeholders since they are providing
value information by feedback, post assessments and evaluation
data which will further refine the final project training edition.
GSU Departmental Leadership. They are involved to
coordinate and maximize staff training opportunities.
This TEAMs elearning course will provide learners with more
Logistical Arrangements
in-depth knowledge of resources currently available to them on
campus. This will not require additional funds to procure
additional equipment, licensure, or new software for the
university. The TEAMs training will be held self-paced and
virtually; therefore, the physical aspects will be decided by the
learners themselves which will allow the time for additional
practice sessions and exploring other areas of the Microsoft
TEAMs . In addition, all faculty have access to the necessary
software and laptops. Trainers can also be reached for
additional support by students by appointment.

GROUP 6 2
 CETL-Center for Excellence in Teaching and Learning
Learning Resources
Resource for answering post training questions.
Microsoft TEAMS. The Microsoft Teams Demo is a tour
designed for user get an overview and how to use the
application with step by step instructions to use lasting 5
minutes. Program includes additional tutorials and information.
YouTube. Unofficial source of information for today’s
students that can show you step by step actions for every topic
or content displayed in Microsoft Teams.
All technology and training needs are supplied by Georgia State
Facilitator Needs
University. Trainers are available to students online during the
course. If technology support is necessary, GSU IT project
team.
Technology Coordination Success of this learning project is dependent upon operational
university systems such as the single sign-on and Canvas, and
the Microsoft Office suite.
There are possible caveats that may occur with the system
going down unexpectedly due to an unknown source.
Communication Plan For the purposes of this project, we currently understand that
Georgia State University will have access to the Microsoft
Teams software, hardware in the form of a computer or
smartphone, access to university single sign-on, and access to
technological support for the Microsoft Teams
platform. Timing for sessions must be reviewed as they relate
to the needs of the learners in the area of the institution. As
virtual education and training arenas expand, times for sessions
and access to communicate with instructors should be organized
to facilitate smooth communication.
Trainers communicate with learners:
eLearning Several levels of eLearning will be provided as
learners continue to develop skills and experience with the
Microsoft TEAMs platform. Upon opening the Teams
applications, learners are directed to a main hub where there are
a variety of self-directed learning activities to choose. These
activities will include self-directed and possibly collaborative
activities.
Trainers will be available to learners throughout the training
Support Resources
period. After the initial training period, the CETL. Center for
Excellence in Teaching and Learning will be available for
follow-up questions
Help Desk at GSU. Technology assistance.

GROUP 6 3