Embedded Files
This Module in a Nutshell
This Module in a Nutshell
- Production Cycle
- Designing course website
- Designing assignments, activities…
- Designing asynchronous discussions boards
- Creating quizzes and tests
Production Cycle
Production Cycle
Assembling the course on a website:
Assembling the course on a website:
In module 3 we produced learning material based on sound design standards and stored them in Google Drive. We can now conveniently access the collection of learning materials in Google Drive and add each one to our learning path in the website.
In module 3 we produced learning material based on sound design standards and stored them in Google Drive. We can now conveniently access the collection of learning materials in Google Drive and add each one to our learning path in the website.
In the last module 4 we produced the storyboard for the course. This now forms the template for the development of the website.
In the last module 4 we produced the storyboard for the course. This now forms the template for the development of the website.
Design the learning pathway on the website using consistent design standards and guiding learners in a friendly tone.
Design the learning pathway on the website using consistent design standards and guiding learners in a friendly tone.
The learner should be able to answer the following questions at any time.
The learner should be able to answer the following questions at any time.
Orientation
Orientation
- Where am I now? What is already covered?
- How long will it take to finish a task?
- Where do I find the respective resources?
Navigation
Navigation
- How do I proceed to the next step?
- Information management
- Which elements of the course are related?
- How do I submit my contributions?
In order to achieve a coherent learning environment we have to implement a set of standards:
In order to achieve a coherent learning environment we have to implement a set of standards:
- Website structure (by weeks, by topics ...)
- Consistent module template with graphical signposts, fonts, layout…
- Coherent names and numbers for all discussion threads, assignments, files etc.
Work Flow
Work Flow
Ideally each function is represented by a specialised person. In reality a person often has to fulfil more than one function.
Ideally each function is represented by a specialised person. In reality a person often has to fulfil more than one function.
Course Writing CW (Subject Matter Specialist):
Course Writing CW (Subject Matter Specialist):
Writing and revision of instructional material, reading tasks, illustrations and assignments written in conversational style.
Writing and revision of instructional material, reading tasks, illustrations and assignments written in conversational style.
- Clear, somewhat colloquial language, in writing easily readable; moderate density of information.
- Explicit advice and suggestions to the student as to what to do and what to avoid, what to pay particular attention to and consider, with reasons provided. Invitations to an exchange of views, to questions, to judgements of what is to be accepted and what is to be rejected.
- Attempts to involve the student emotionally so that he or she takes a personal interest in the subject and its problems.
- Personal style including the use of the personal and possessive pronouns.
Instructional Design ID:
Instructional Design ID:
Verification online education methodology is regarded by checking
Verification online education methodology is regarded by checking
- layout
- conversational style
- simple language-to the level of the student
- correct formulation of learning objectives
- activities for each learning objective
- self-assessment activities/questions and feedback
- new words are explained when used for the first time
- graphics and illustrations are relevant and used appropriately
Final Quality Assurance FQA:
Final Quality Assurance FQA:
Verification that writer has attended to all comments and recommendations before sending the content for language editing.
Verification that writer has attended to all comments and recommendations before sending the content for language editing.
Language Editing LE:
Language Editing LE:
- Language accuracy.
Designing the Website
Designing the Website
If your school does not host a learning management system (such as Moodle), Google applications such as Google Sites, Drive, and Forms are a good free alternative.
Creating a Web-Site
Creating a Web-Site
If you never designed any web site you can work with the Tutorial for designing a web site with New Google Sites
If you never designed any web site you can work with the Tutorial for designing a web site with New Google Sites
You can make your own video tutorials accessible on the website by
You can make your own video tutorials accessible on the website by
- uploading them to YouTube and inserting them on the website or
- uploading them to your Google Drive and inserting them from a public folder of your Google Drive.
You can also integrate one of your Google Calendars into the website.
You can also integrate one of your Google Calendars into the website.
Use Google Drive
Use Google Drive
as a depository for the learning resources:
as a depository for the learning resources:
Store all self-created or collected learning resources in a folder in Google Drive like tests (Google forms), slide shows, documents, spreadsheets etc. and make the folder accessible to the public.
Store all self-created or collected learning resources in a folder in Google Drive like tests (Google forms), slide shows, documents, spreadsheets etc. and make the folder accessible to the public.
Whenever you want the participants to use one of the learning resources, you can embed it in the learning path on your website at the exact place where the students will need it.
Whenever you want the participants to use one of the learning resources, you can embed it in the learning path on your website at the exact place where the students will need it.
Special Features on your Course Website
Special Features on your Course Website
Table of contents in Google Sites
Table of contents in Google Sites
Set your headings
Format the sections of your page as Title / Heading / Subheading (not just bold “Normal text”). Only real headings appear in the table of contents.
Insert the table of contents
Open your site → in the right-hand Insert panel, click Table of contents. The element appears on the page and you can drag to move or resize it.
Adjust options
· Indented vs. flat: You can switch between a nested (indented) list by heading level and a flat list.
· Hide specific entries: Hover a TOC item and use the eye icon to hide or unhide that heading.
Publish to test
Jump links work in the published version of your site. Click Publish to try them.
Please note: The table of contents only covers one page. To get an overview of the entire site's content across multiple pages, you can use the menu.
Submission of Assignments
Submission of Assignments
How can I create a page for the students to submit their assignments in a Google sites website?
Embed a Google Form
Create the submission form
In Google Forms, add fields like Name, Class, Assignment title, Comments.
Add a File upload question (lets students attach PDFs, Docs, Slides, etc.). You can restrict file types, limit how many files, and set max file size; uploads are saved to your Drive in a folder per form/question.
Notes
• File uploads in Forms require sign-in to a Google account. If you’re on a Shared Drive, move the form to My Drive—file upload isn’t supported on Shared Drives.
Embed the form on your Sites page
In Google Sites, create a page like “Submit Assignment”.
Click Insert → Forms, pick your form, then Insert. Publish the site.
Manage submissions
In the form, open Responses → Summary or View folder to jump to the Drive folder with student files; you can also link responses to a Sheet.
Assignments
Assignments
Before assigning any major tasks to students, it is imperative that you first define a few things for yourself as the instructor
Before assigning any major tasks to students, it is imperative that you first define a few things for yourself as the instructor
- Goals for the assignment
- Level of requirement for your students
What students must know
What students must know
- Purpose of the assignment
- Required elements such as the format, length, documentation style, writing style (formal or informal?), and deadlines
Effective assignments
Effective assignments
- Understanding big connections before remembering details, (essays, reviews)
- Write a summary by hand
- Think up analogies
- Explain to someone else creating a video tutorial, podcast.... (very effective)
- Discuss the topic with colleagues, friends or at home (effective)
- Present a topic, search example, counter-example, draw graphic, give reasons
- Search for additional information on the Internet
- Discover surprising aspects (case study)
AI and the internet can facilitate cheating
Require students to integrate insights gained from in-class discussions into their writing.
Incorporate personal experiences or reflections.
Asynchronous Discussion Boards
Asynchronous Discussion Boards
Discussion boards allow the students to ask questions, to discuss in groups and to submit homework. The asynchronous form of exchange of ideas, questions, papers is indispensable for pure online courses. In Blended Learning courses this exchange can take place in the f2f phase but may also be helpful.
Discussion boards allow the students to ask questions, to discuss in groups and to submit homework. The asynchronous form of exchange of ideas, questions, papers is indispensable for pure online courses. In Blended Learning courses this exchange can take place in the f2f phase but may also be helpful.
If you want to launch a discussion in your online class you should use a discussion board. It is way more effective to have a thematic discussion in a discussion board than with mails or in WhatsApp. Thanks to the tree-like structure, discussion threads can run in parallel. This prevents a chaotic accumulation of posts where participants do not know which question a particular reply is answering.
If you want to launch a discussion in your online class you should use a discussion board. It is way more effective to have a thematic discussion in a discussion board than with mails or in WhatsApp. Thanks to the tree-like structure, discussion threads can run in parallel. This prevents a chaotic accumulation of posts where participants do not know which question a particular reply is answering.
Learners don't have to search for the discussion platform, because you can comfortably integrate it into the learning path on your website. Just click embed - by URL and use the link to your group.
Learners don't have to search for the discussion platform, because you can comfortably integrate it into the learning path on your website. Just click embed - by URL and use the link to your group.
Unfortunately, Google Sites does not have an integrated discussion board. This means we have to embed special apps in Google Sites.
Examples:
Google Groups can be easily embeded into Google Sites. Unfortunately, it does not support threaded dicussion trees.
DISCUS is a discussion board that can be embeded in Google Sites Website.
Embed a DISCUS Discussion Forum in a Google Sites Website.docxDiscussion Forum.docxAssessments
Assessments
Types of Assessments
Types of Assessments
Formative Assemssments: to motivate, to enhance understanding and provide learners with an indication of their progress
Formative Assemssments: to motivate, to enhance understanding and provide learners with an indication of their progress
Summaative Assessments: inform the learner about the standard they have achieved, certify to third parties the level of knowledge ane help to decide how to continue studying.
Summaative Assessments: inform the learner about the standard they have achieved, certify to third parties the level of knowledge ane help to decide how to continue studying.
Self-Assessments: require students to reflect on theiw own work and judge how well they performed.
Self-Assessments: require students to reflect on theiw own work and judge how well they performed.
Peer Assessments: students take responsibility for assessing the work of a peer and give a qualitative feedback.
Peer Assessments: students take responsibility for assessing the work of a peer and give a qualitative feedback.
Group Assessments: involves judging the collaboarative skills apart from the achieved result.
Group Assessments: involves judging the collaboarative skills apart from the achieved result.
Tutorials about Writing Multiple Choice Questions
Tutorials about Writing Multiple Choice Questions
Quiz: Effective Multiple Choice Test Taking https://quizizz.com/admin/quiz/5ae1f487f4d8be001c6869c3/effective-multiple-choice-test-taking
Quiz: Effective Multiple Choice Test Taking https://quizizz.com/admin/quiz/5ae1f487f4d8be001c6869c3/effective-multiple-choice-test-taking
Critical Importance of Retrieval Learning
Critical Importance of Retrieval Learning
Learning be Retrieval Pracitce.docxSoftware to Creat Quizzes, Tests and Surveys
Software to Creat Quizzes, Tests and Surveys
Quizizz allows you to conduct student-paced formative assessments in a fun and engaging way for students of all ages. The salient features include:
Quizizz allows you to conduct student-paced formative assessments in a fun and engaging way for students of all ages. The salient features include:
- Student-paced: Questions appear on each student's screen, so they can answer questions at their own pace, and review their answers at the end.
- BYOD: Can be played by students using any kind of device with a browser, including PCs, laptops, tablets, and smartphones.
- Thousands of public quizzes: Amazing teachers around the world create thousands of great questions on Quizizz every day! This community effort generates great content that everyone can use.
- Quiz Editor: The Quizizz editor is the most awesome quiz editor in the world! Well... we think so at least... do let us know if you don't agree :)
Self-Grading Test with Google Forms
Self-Grading Test with Google Forms
Create & grade quizzes with Google Forms.docxAnki App is a cross-platform free mobile and desktop flashcard app. It is an effective memorising tool with flashcards. Your students can create and share stacks of flashcards or find on of 80+ million pre-made flashcards.
Anki App is a cross-platform free mobile and desktop flashcard app. It is an effective memorising tool with flashcards. Your students can create and share stacks of flashcards or find on of 80+ million pre-made flashcards.
Setup and creating decks
Download: Install the Anki application on your computer or mobile device.
Create a deck: Tap the "Create Deck" option or the plus button to make a new deck for a specific subject, like "Spanish Vocabulary".
Adding cards
Add new cards: From the main screen, click "Add" or the plus button to start creating new flashcards.
Choose a card type: For beginners, the "Basic" card type is recommended, where you put a question on the front and the answer on the back.
Input information: Type the information you want to learn, such as a word on the front and its translation on the back.
Add images or audio (optional): You can add images or audio to your cards to make them more comprehensive.
Add more cards: Click the "Add" button again to save the card and create the next one.
Studying
Start studying: Select a deck and click "Study now" or tap the deck name to begin.
Reveal the answer: The front of the card will be shown. After you've tried to recall the answer, press the space bar or tap the screen to reveal the back.
Rate your recall: After seeing the answer, tell Anki how you did by selecting a button like "Good" or "Fail".
"Good": Indicates you remembered the answer well.
"Fail": Indicates you struggled, and Anki will show it to you again sooner.
Continue until finished:
Keep going through the cards until you see a "Congratulations" message, which means all new cards and reviews are complete.
Artificial Intelligence AI can help teachers to design learning objects
Artificial Intelligence AI can help teachers to design learning objects
AI supports, not replaces, educators’ judgment and empathy. Using AI to create valuable assessments or other learning objects isn’t about letting the machine replace your professional judgment — it’s about using it to enhance creativity, efficiency, and precision in designing assessments that genuinely measure learning.
Here’s a possible strategy of how to use AI effectively for assessment design, along with best practices and cautions.
1. Clarify the Purpose and Learning Outcomes
Before involving AI, define:
· What do you want to assess? (Knowledge, skills, attitudes, critical thinking?)
· What learning objectives or standards are you measuring?
· How will students demonstrate mastery?
2. Use AI to Generate Assessment Items
AI tools (like ChatGPT, QuestionWell, or Quizgecko) can quickly create:
· Multiple-choice questions
· Short-answer prompts
· Essay or discussion questions
· Case studies or problem-solving scenarios
Example prompt: “Generate five higher-order thinking questions on photosynthesis for a 9th-grade biology class, aligned with Bloom’s taxonomy.”
Then:
· Check for accuracy, bias, and clarity.
· Ensure that difficulty matches your learners.
· Adjust phrasing to match your teaching style.
3. Use AI to Differentiate and Personalize
AI can help tailor assessments by:
· Creating different versions for varied proficiency levels.
· Offering adaptive questions (easier or harder based on previous answers).
· Suggesting alternative formats (e.g., visual, verbal, or project-based tasks).
· This meets diverse learner needs.
4. Use AI to Design Rubrics and Feedback
Draft rubrics based on your learning goals. Suggest performance descriptors (“excellent,” “satisfactory,” “needs improvement”).
Example prompt: “Create a rubric for a digital storytelling project for middle school students focusing on creativity, accuracy, and collaboration.”
Again — review critically. AI rubrics often need refinement to ensure fairness and clarity.
5. Keep Human Judgment Central
AI should augment, not automate, assessment design. Always validate content accuracy. Ensure alignment with curriculum standards. Preserve fairness. Your pedagogical expertise gives meaning to the data and creativity to the design — something AI can’t replicate.
If you plan to integrate AI into your work, mastering the art of prompt optimization is essential. Like any powerful tool, AI requires skilled and thoughtful use; without competence and critical judgment, its application can quickly become ineffective — or even dangerous.
Generate a Google Form Quiz with AI
Generate a Google Form Quiz with AI
Prompt Engineering.pdfNotebookLM:
NotebookLM:
a powerful tool in the hands of teachers and students
NotebookLM.docxI have been using Khan Academy for many years with enthusiasm since my first assignments in schools in southern Africa. It has helped me to cater for the different levels of prior knowledge of individual students, despite large classes and a lack of teaching materials. I could imagine that some of you might be interested in this possibility. Even teachers who have been familiar with KA for years may want to find out about the latest developments in this learning platform.
I have been using Khan Academy for many years with enthusiasm since my first assignments in schools in southern Africa. It has helped me to cater for the different levels of prior knowledge of individual students, despite large classes and a lack of teaching materials. I could imagine that some of you might be interested in this possibility. Even teachers who have been familiar with KA for years may want to find out about the latest developments in this learning platform.
Khan Academy.pptxGoogle Sites
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