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Digital Learning Day Project Hyperdoc

Extending the Learning Environment using the Design Thinking Model
(Total Points = 200 See the details at the end of the page.)

Click me to listen!

Understand: For this portion of the hyperdoc, you will Your Task:
immerse yourself in learning the benefits and concerns Immerse yourself in
with online/blended learning. You will also be able to
empathize with students who have struggled as well as understanding
thrived in this learning environment. Understanding the
human perspective will prepare you for designing an
effective digital learning plan that can be used for blended
or online learning.
Read through at least 2 of the articles (first row) and view
the first two videos (second row). The third video is
optional but offers a perspective of students who have
thrived in an online schooling environment.
Note: Be prepared to answer the reflection questions on the
right, where your task is listed. There is a gray space for

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your responses below each section.
What did Distance Benefits and 7 Tips for Being a Great Question: How do you prepare for
Learning Accomplish? Concerns - Choose 1 to Virtual Teacher online/blended learning activities?
read
Respond to these questions in the gray
section at the bottom of this portion of the
page:
1. What are some benefits and challenges you
may face and how will you overcome these
challenges?
2. Find one sentence, one phrase, and one
word that stood out to you as you read these
articles and state their importance to
understanding the benefits of online learning.
3. Discuss recommendations for preparing
The Effect of Distance Students speak out… How online learning works students for online/blended learning and
Learning for some successful learning outcomes. Be sure to
mention how you will support communication
and collaboration between students,
teachers, and parents.

Next, view the first 2 videos to your left to uncover

what students are feeling about online/blended
learning. You may view the third video if you
would like as it offers perspective from students
who have thrived in their online schooling
environments. Viewing the third video is optional.

You may want to note the VERBS students use

regarding their experience. These are very telling
as students speak about their perspectives of
online learning. Answer the questions below in
regard to the videos.
4. What did you learn about the various student
experiences? State one idea that stood out to you
and how it will help you plan your digital learning
plan.

Understanding: Use the numbered prompts listed above on the right under “Your Task” (you will do this for the next
two topics as well):

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1.) Benefits:
- Students still have the opportunity to learn during a pandemic or unsafe weather conditions that make it difficult to get to
school
- Teachers can integrate many forms of technology to better engage the students in the lesson
- Students are granted with extended time as they are able to do it at their own pace
- Parents have a better opportunity to get involved with their child’s academics
Challenges:
- Disadvantage backgrounds (don’t have access to technology) and special needs have a more difficult time with
accommodations
- The limitation on social interaction between children
- The lack of student and teacher connections
- Keeping up with updated technology

2.) Sentence:
- “Teachers from more than 118,000 schools, who would usually be prepared with lesson plans, hands-on activities, and
strategies to deepen relationships with their students, didn’t have a classroom to attend—but like every day, they remain
committed and are doing their jobs the best they can.”
- Significance: Teachers need to always be prepared for any situation that might arise. This can include, but is not limited to,
unsafe weather conditions that make it difficult for students to attend in-person school, pandemics, illnesses, and family
situations (passings, funerals, etc.). The more teachers are able to prepare for situations, the better students are able to
engage and apply their learning even when they aren’t physically in the classroom.
Phrase:
- “Remember, this is a challenge for everyone: teachers, families, and students.”
- Significance: Not only is online learning challenging for teachers. It is also stressful for the students and their parents.
Teachers need to keep in mind the hardships that come with online learning. Some families might not have access to
technology like other families might. Some parents are not able to stay at home with their children, since they have to go to
work. Although teachers do have to create an entire online learning lesson from scratch, students and parents also need to
be able to accommodate for this drastic change.
Word:
- “Inconsistent”
- Significance: Students will have inconsistent access to technology, whether that be to the internet or have different electronic
devices. Teachers need to be able to accommodate all students to enable the same opportunity of learning and the equal
opportunity to succeed with their academics.

3.) There are many ways students can prepare for online learning:
- Students need to explore all the online resources that their teacher provides to them as they are to better engage them with
their learning, and might be able to further their knowledge by applying what they know.
- Online learning enables students to work at their own individual pace. Students can pause videos, rewind content, and re-
read documents as many times as they want.
- Students need to have the opportunity to navigate around the use of online learning. Students can play around with lessons
that teachers have created to allow students to understand how the technology works, and the benefits of it.
- Teachers can educate their students about time management. Students can easily push off assignments when they realize

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 that they are able to move at their own pace. Teachers can create due dates to allow students to have the chance to plan
their days/weeks in order to get assignments completed on time.
- Students are able to download and print materials as they are provided to them online.
- Teachers can educate their students about priorities and important key concepts/terms.
- Teachers need to motivate their students to not give up when something seems too difficult for them. Since online learning is
new to everyone, students need to have some lenance.

Explore: Gather information, strategies, and resources for setting up an Your Task:
online learning/blended environment for your students. Explain how this IDEATE - brainstorm ideas
information will aid in your planning process and how technology will help?
Choose two of the following options to learn more (Read, LIsten, or Watch). for online/blended learning
Respond to prompts in gray section below:
1. How should online/blended learning differ
from face-to-face learning according to what
you read?
2. How will you build a community that makes
Article students feel supported in the learning
Read Video environment?
Podcast/Blog Post Watch 3. How does communication with parents and
Listen (or Read)
instruction change in the online/blended
learning environment? Discuss how you will
provide the following in your plan for learning:
Guidance/Directions, Routines - be consistent
from day-to-day, Instructional Strategies,
Authentic and Engaging learning activities.

Explore:
Explain how you will prepare for online/blended learning using the 3 prompts listed under “Your Task”:
- Teachers need to ensure digital equality. Teachers need to know if their school district has the ability to send electronic
devices home with students to have access to online learning at home.
- Teachers need to create lesson plans that enable engagement, almost more as if they were in the classroom.
- Teachers need to have more collaboration opportunities with their co-workers.
- Content needs to be created in a way that is simplified and slowed down, since students do not have the same
opportunity at learning as if they were physically in the classroom.
- Teachers need to make the content and materials easy to find.
- Teaching students about “The Casel 5” https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/
- Allowing students to have the opportunity to interact with one another and their teacher.
- Allowing the teacher to check-up on students regarding their progress in the class, and their personal life.
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 - Teachers will create tools for students to use that allow for them to give feedback to their teacher and/or suggestive
modification for lessons.

Design a problem statement (one or two sentences) that defines the issues students are having with online learning
according to what you have learned thus far. This should highlight what you need to focus on to make this learning
plan work for students (and parents).
The issues that students are having with online learning are the limitations on social interaction between their teachers due to
no in-person classes. The students lack developing that vital connection with their teacher.

Choose the resources/tools you may want to

use for your lesson. Remember you will want
to engage students in interactive learning
KSU iTeach department Crowdsourcing: This activities that spark inquiry and excitement for
list of resources gathered collection contains links your topic.
in response to Covid-19 to all of the tools we
nationwide shut down of Resources as reviewed have used or can be Choose your resources/tools based on your
schools. by parents and teachers used for online/blended standards/topic for learning. You can change
learning. Please these once you design your hyperdoc, just
contribute if you have a choose tools that you believe aid students in
new tool and add to meeting the standards. Try to use a new tool if
your collection, this is you can.
“crowdsourcing” your
resources.

Write about some ideas for planning this unit. What topic/standards will you uncover for students? Consider the tools
you have learned this semester to enhance learning such as assessment tools, creation tools, instructional software,
videos, audio, and response tools. Which tools are you considering using for this lesson? (Note: These may change as
you begin working through the process).
MGSE3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several
categories. Solve one- and two step “how many more” and “how many less” problems using information
presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might
represent 5 pets.
Tools: Bitmoji classroom (GoogleSlides), nearpod, youtube, microsoft forms, brainpop, Googledoc, gizmo,
jamboard

Apply: Begin Brainstorming and planning what Your Task:

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you will do in your online/blended learning unit Build a “prototype” of your
lesson
1. Identify your objectives for learning. Select a grade level and subject
area standards that would support a multi-day learning experience. Identify what you
want students to know and be able to do by the end of the learning activity. Y
Click image for standards

List your choice of grade level & standards - What do you want students to know and be able to do by
the end of this learning unit :
3rd grade MGSE3.MD.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories. Solve one- and two step “how many more” and “how many less” problems using
information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar
graph might represent 5 pets.

What is your personal goal for developing this unit of study?

I want to make the lesson, so that all my students will have the same opportunity to succeed at this unit as
all their peers. I want to incorporate all kinds of learning into this unit.

2. Design learning activities - Use the terms listed in the task Engage - Get students excited about
column (right side) to assist you with the sequence of the learning, activate prior knowledge, grab
lesson. Refer to the questions as you begin planning how you students’ attention
will set-up this lesson. Be sure to mention any tools/resources
you would use in your description (these can change). Explore - How will students explore the
topic, skills, concepts processes
Consider the following as you plan your learning activities. This
is a checklist of the things you will want to address in your Explain - How will you explain the topic,
learning plan so check them off as you make your plan use tools to teach the topic, or have
(copy/paste this checkmark): ✔ students work together to explain a
How will you engage students’ prior knowledge and process, concept, or skill?
connect it to new learning?
Apply - How will students apply their
How will you make sure your directions are crystal clear learning on the topic? Think of an
and students can submit their work effectively? activity they can do using a web tool to

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How will you support parent communication especially practice application.
with students under grades 2 and under? Provide a
letter and/or audio/video directly to parents within your Share - How will students share their
plan. learning so you can assess their
understanding? Can students share
UDL: How will you provide multiple means of learning with others?
engagement, representation, and expression of
learning. Where do you need to add audio and/or video Reflect - How will students reflect on and
to ensure clear directions and communication from evaluate their learning?
you? What visual/auditory aids will you provide for Extend - How will you reflect on the
students? learning processes, extend it into the
next lesson and plan for new learning
Where will you offer voice and choice to personalize goals?
learning?
How will you assess learning on the topic before,
throughout, and at the end of the learning process?
Will you provide students with sample products of
learning? (This will help give them a vision of what you
are expecting)
How will students communicate and collaborate? (Use
technology if needed)
How will you provide a variety of activities that will have
students learn, practice, and demonstrate their
understanding.
How will you scaffold student learning and reach those
higher levels of Bloom’s Taxonomy? (Scaffold: Start
simple and move slowly toward higher levels of
learning?)
What project or activity will students complete to make

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their learning visible? (This is typically toward the end of
the unit but it can be earlier if needed.)

Brainstorm your initial plan for learning. Write a sentence for each criteria below using the definitions
above on the right.:

Engage: I will include a song as the introductory activity about bar charts and pictographs. Students will be allowed to
sing along as the song plays.

Explore: Students will use the interactive simulation (gizmo) to create their own bar graphs and pictographs. Students
will also create their own questions that reflect on their graphs that their peers will have to answer.

Explain: I will use the Bitmoji classroom (GoogleSlides) and nearpod to teach the lesson to my students. This will keep
the lesson entertaining while also making it interactive to keep students attention during the entirety of the lesson.

Apply: Students will create their own survey, bar chart, pictograph, and interpretation questions.

Share: Students will be asked to create their own bar and pictograph to share with their peers, and create questions
that their peers will have to answer as they interpret the data.

Reflect: The students will be given a microsoft form that they will need to complete to evaluate their understanding of
the material that is being taught.

Extend: I will allow students to create their own survey that they can give to their peers and family members to
complete in order for them to create their own bar and pictograph at home. Then, they will need to create higher-order
thinking questions that interpret their graphs.

3. Choose a Presentation Tool: You may choose your template Google Docs, Slides or Sites
for developing your hyperdoc. Choice include:
● Any hyperdoc template you choose (Google docs, slides,
or even a Google Site
● Wakelet
● Choice Board - May work better for younger students
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 ● Nearpod - You could also put a NP in a hyperdoc, or vice
versa

Think about what you’ve learned this semester, choose tools

you know (or add a new tool), and plan an effective lesson that
students can do independently or with little guidance. There are
many templates to choose from in the module on page 3 where
you learned about hyperdocs.

Test your product Your Task:

Once you have created your online/blended learning unit plan Now test your product for
for student use (still called a prototype), complete your self-
assessment. Then, post it to the discussion board for peer
implementation:
feedback. You will be able to collect feedback from your peers
who will test your plan and offer feedback so you can make Self-Assess and Post a link
changes prior to posting. You will reflect on the feedback in (anyone with the link can
your post.
view) to your completed unit
in the discussion board for
peer feedback.

Note: You must reflect on and

indicate the changes you made to
your online unit after you received
feedback. You will reflect on the
feedback and what you changed in
your portfolio post.
Be sure to submit this page for evaluation to the assignment box. Share this as a view only link in the assignment box.

Next Steps:
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Set up your Digital Learning page within your Weebly. Be creative and make sure the following items are on your page,
this is the same information included in your guidance page for this project:

Two paragraph overview: Your two-paragraph discussion will cover what you learned about online/blended learning and
reflect on your personal experience with the Design Thinking Model. Use the prompts below to develop your reflection of
learning by discussing the following:

A. Introduction
○ Introduce online/blended learning and the continued need to be prepared to teach using these platforms,
including being prepared for digital learning days as you begin your career as an educator.
○ What are the benefits of providing digital online learning activities in preparation for an online/blended learning
environment? What are the challenges of online/blended learning activities and how can you overcome them?
○ Based on your research, how would you plan differently for online/blended learning activities than face-to-face
activities?
○ How will you ensure directions and expectations are clear? Are there ways to help make things clear without
meeting online with students? What is your plan for supporting communication with parents and students?
Think of and discuss some tools you have learned this semester that may help with this.
○ Working through this activity to create a Digital Learning project, have you acquired a different view toward the
value of online/blended learning? Why has online and blended learning become a vital component in the
educational world and how you prepare your students for their future educational experience?

B. Design Thinking Model - Steps are bolded below

○ As you worked through the Design Thinking Model, you were able to empathize and better understand the
experience of students involved in the online/blended learning process. Define the problem: What did you
learn regarding the problem with online/blended learning that you can apply to your own plan for learning? State
the problem and discuss your personal goal for making this learning plan one that will be successful for
students as well as guide parents in how they can assist students properly. Be specific and discuss whether you
met this goal and how.
○ The next steps in the process allowed you to ideate or brainstorm ideas for making a quality online/blended
learning plan. What were the qualities you focused on in your learning plan? Think about what you have learned
this semester about engaging students, personalized learning, UDL with multiple means of engagement,
representation, and expression of learning, communication and collaboration, voice, and choice, and working

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 toward higher levels of Bloom’s and LoTi levels. You do not have to mention all these things but mention the
ones you truly focused on in your plan.
○ In the final stages, you created a prototype of your plan and tested the plan with a peer who offered
feedback on your plan. These are the final steps in the Design Thinking process. What did you learn? How will
you change your plan based on the feedback you received and how did it different from your self-assessment?
What did you learn about the effectiveness of using this process to design your digital learning project? Could
this process help you in the future?

Remember: Prior to posting your multi-day online/blended learning project for your peers, complete your self-
assessment to ensure it meets the standards indicated in the assessment. Then, you will post a link to your plan
(Hyperdoc, Nearpod, Wakelet or other content management tool) in the discussion box for peer feedback. Your
instructor will grade the final project based on the requirements listed below.

C. Post an image of the lesson product you designed for students.

Discuss how you can use this learning activity in the online/blended learning environment. Also, describe your
lesson by revealing what grade level subject area and standards it supports. Finally, summarize your plan and
invite your reader to view it by clicking on the image of the product where the document will open for viewing.

○ Post a screenshot of your project and link it to your actual product so your instructor can grade it.

Point Values

Project Points: 200 points totals (Projects should be attractive and easy to navigate.)
50 points - Weebly page
● Reflective overview of the project responding to the prompt questions
● Image to showcase the product used to implement the Digital Learning Day project ( HyperDocs, Wakelet, Choice Boards, Other).
● Discussion about the Design Thinking Model and how if and how it helped you with the process of developing a quality learning
product for students. Reflect on what you learned and how you grew through this process. Don’t forget to mention your problem
statement and personal learning goal for this project.
● Brief overview of the product selected and a brief discussion as to why you selected that product.
● Linked screenshot to provide access to the Digital Learning Day project. See module for how to make this a shareable copy for your
professor.

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150 points - overall project
● Grade level, Standard(s) addressed (you may even have several standards for this project. Think of the various content areas you will
address.) Please mention the ISTE student and/or teacher standards you will address as well.
● Directions are clear throughout and a letter to parents is included with details on how to support student learning (Audio or Video is
provided for students so directions are clear)
● A variety of resources are used to present the information (audio, video, websites, games, tutorials, quizzes, etc.). You may use
“NEW” tools you may not have learned this semester as well.
● Universal Design for Learning is demonstrated by offering multiple means of engagement, representation, and assessment
● Students are given voice and choice within the project.
● Enough resources are provided to allow a multi-day study of the content standard(s).
● Assessments are provided throughout the project - formative and a final summative assessment are required but practice activities
that allow students to check their work are effective as well.
● If the summative assessment is a project, students are given the opportunity to select the tool/method for their final class presentation.
● A checklist of what is expected in the final project. This will ensure students have the guidance they need to meet the standards for
this project.
● The overall design/layout of the Digital Learning Day project is attractive and easy to follow. You should add creativity, attractive
visuals, and fun activities, and make it kid-friendly since children will be completing this activity.

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